A Study on the Influence of Pre-service Teachers' Service-Learning upon the Perceptions of Teacher Roles

• Main Author: 羅逸寧
• Other Authors: CHEN,HO-YUAN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/05796710640268626161

碩士 === 東海大學 === 教育研究所 === 104 === The main purpose of “the Schweitzer Program” promoted by the Ministry of Education is to encourage pre-service teachers to provide tutoring and group activities for students in the rural areas for one month. These students include aboriginal students, students with foreign parents, and students from low income family etc. Pre-service teachers are required to prepare teaching plans as well as cooperate with all the other participants to develop activities. They can not only use what they have learned but also have practical teaching experiences (MOE, 2012). The researcher would like to know what influence of pre-service teachers’ service learning may have on the teachers’ perceptions of role. Therefore, the Schweitzer Program, which can bring pre-service teachers practical teaching experiences in the rural area, was chosen as the research setting. The present study adopts a qualitative research method, aiming to explore the development of teachers’ perception of role during the process of participating the Schweitzer Program. A teacher’s past experiences always influence his/her present teaching. Although pre-service teachers are still in the training process, their teachers’ perception of role based on their teaching experiences will have a certain level of influence upon their teaching in the future. The results of the present study show that: 1. The Schweitzer Program assists pre-service teachers to develop the teacher’s perceptions of role in the dimension of teaching, counseling, discipline, communication, and critical thinking. 2. The development of teachers’ perception of role can help pre-service teachers to decide whether being a teacher is suitable for him/her and better plan their future career.