A Research on the Primary and Secondary School Teachers’ International Education Literacy

• Main Authors: Ding-Yu Zeng, 曾鼎育
• Other Authors: Sheng-Ju Chan
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/99843572756742093698

碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 100 === This study was conducted to investigate the international education literacy of primary and secondary school teachers at Taipei city, Chiayi city, Tainan county and Tainan city. In this way, we can not only realize the level of international education literacy but also examine the international education literacy differences between the urban cities and rural countries. A total of 800 questionnaires were applied in the study. There are 673 effective responses from the teachers in public elementary and junior high school were involved in this survey. The collected valid data were analyzed by using Independent-Samples T test, and one-way analysis of variance. The conclusions of this study showed as follows: 1. The teachers’ international education literacy is above average, in which “International education consciousness” was the highest, otherwise “Foreign language skills” was the lowest. 2. Teachers of different genders had significantly different levels of “Teaching and evaluation” 3. Teachers of different stages had significantly different levels of “International education consciousness” and “Foreign language skills.” 4. Teachers of different areas and seniorities had significantly different levels of “Foreign language skills.” 5. Teachers of different subjects had significantly different levels of the ”International consciousness”, “International issues”, “Cross-culture literacy”, “Foreign language skills” and “Teaching and evaluation.” 6. The six perspectives of International education literacy had significantly differences, by the comparative method the result could be divided into four levels, the highest was “International education consciousness”, the second was “Cross-culture literacy”, the following was “Mind-opened and attitude”; the third was “International issues” and “Teaching and evaluation.” The last was “Foreign language skills.