| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 103 === The purpose of this study is to investigate the pre-service teacher education students' cognition for indigenous community’s education, indigenous primary school students and Schweitzer Project by attending Schweitzer Project. The study adopted qualitative research method to interview 15 pre-service teacher education students and then collect their portfolios and reports for the project to analysis. The major findings are summarized as follows:
1.After attending Schweitzer Project, the pre-service teacher education students thought that the school teachers were stricter, and the teaching facilities and resources were sufficient in indigenous community’s school. Also, accessing the Internet, the indigenous primary school students could get multiple information, but their usages were on the entertainment more.
2.After attending Schweitzer Project, the pre-service teacher education students thought that indigenous primary school students’ environments were restricted in indigenous community and toward monotonous. However, they had more natural resources, bonded tightly between the peers, had their own life and social styles, and their personality were toward naïve, uncalculating, active, mental premature, strong-minding and high pressure-resistant, especially seeking care and company. They also preferred to express their emotions in indifferent, negative, irritating or evasive way. They had lower learning intention than usual students, while they loved to learn the contents of science, physical education, art and about their own culture and life with multiple, participating, group-competing learning style. Most of them were proud of their culture, loved to speak mother-tongue, but were not adept at it.
3.It was not sure if the pre-service teacher education students improved indigenous primary school students’ learning achievements or not, but they indeed brought them whole new courses and teaching methods, improved their inter-personal interaction experiences and developed themselves based on their potential. Care was the most that indigenous primary school students got from the pre-service teacher education students.
4.The pre-service teacher education students thought that they can improve their teaching skills, cooperation abilities, multiple-culture qualities and educational passions by attending Schweitzer project. In the aspect of this project’s camping arrangement, the serviced schools should be continued for a long time. Also, its purpose should focus on affection rather than scores improvement, and it should be more holistic and organized. After finishing the project, they can continue to express their care with the indigenous primary school students, but should keep their appropriate distance from them.
|
|---|
