Effects of a “ Guidance Theories and Practices “ course preservice Teacher’s Guidance knowledge and Psychology capital : A case study

• Main Author: 吳志鴻
• Other Authors: 邱美秀
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/50806427728447387943

碩士 === 國立政治大學 === 教育研究所 === 100 === The purpose of this research was to investigate the changes of undergraduate students in their perceptions of guidance knowledge and psychology capital after they took the course of Guidance Theories and Practices. Participants were 44 freshman students, 13 males and 31 females, who took the course of Guidance Theories and Practices for 18 weeks. Quantitative data were collected and analyzed based on the “Psychology Capital Questionnaire (PCQ),” which was given to the students before and after the one-semester-long class in order to evaluate their changes in psychology capital. Qualitative data included (1) interviews with 6 participants who had significant differences between the pre-test and post-test results of the PCQ, and (2) student weekly class journals. Both of the qualitative data were analyzed for understanding student changes in guidance knowledge and psychology capital and their views regarding the course. No significance was found in quantitative data, but the qualitative data (i.e., the interviews and weekly class journals) indicated that students’ guidance knowledge and psychology capital were enhanced obviously. The findings indicated that student guidance knowledge and psychology capital could be enhanced through the course. Moreover, 7 characteristics of the course that were likely to enhance student guidance knowledge and psychology capital were identified: (1) Students proposed questions before class would help their learning and reflection. (2) Multiple pedagogies and practical contents increased student interests. (3) Discussion would deepen student impression. (4) Learning by doing would increase knowledge attainability. (5) Group learning inspired student creativity. (6) Teacher’s and peers’ feedback enhanced students’ confidence and inspired their thoughts. (7) Learning process records helped student reflection. Finally, suggestions for teachers and future research were made attempting to benefit teacher education in the future. Keywords: guidance knowledge, psychology capital