台灣英語職前教師選擇英語教學的動機探討

105年06月24日  

研究生：張鈞評

指導教授: 鍾儀芳 博士

台灣英語職前教師選擇英語教學的動機探討

Choosing Teaching as a Career: Motivations of English Pre-service Teachers in Taiwan 

摘要:

本研究的目的是探索臺灣的普通大學和科技大學之職前英語教師選擇英語教學作為職業之動機。經過幾十年的轉化，臺灣的教育體系已經從中央集權漸漸轉為權力下放。根據張（1999年）的研究指出，臺灣合格教師數量的急速增加及新生兒出生率的下降；已經導致臺灣教師在教學勞動市場上供需的嚴重失衡。儘管教學的工作職缺缺短，但申請參加師資培育課程的人數卻未如預測地減少。

根據自由時報網（林，2014），在臺灣所有和語言及英語相關科系的大學中，已有8所廢除該科系或已停收新生。此外，更有9所大學改變該科系原本的名稱以尋求新的發展機會。

為了深入調查此現象的原委，本研究試圖深入檢視有關影響英語職前教師選擇英語教學因素的議題。研究對象為來自四所台灣的普通大學和科技大學共100名的英語職前教師。對於數據資料的分析及探討，本研究採用影響教學選擇因素量表（FIT-選擇量表）的修編版本量表來進行。在所有的問卷受訪者中，研究者邀請了三名英語職前教師參加個別深入的訪談。這些受邀進行訪談的英語職前教師皆有修習師資培育課程。研究者選擇此三名研究對象的原因除了他們樂於分享己身經驗和資訊的個人特質外，同時也是因為他們別於其他研究對象之獨特性和差異性。本研究採用了質化和量化的的混合設計以求獲得豐富的數據。希望所收集到的數據和討論可以為教育家及未來有興趣成為英語教師的人提供有益的借鑒和參考資訊。研究調查結果顯示內在的職業價值觀和教學的社會實用價值觀是受試者追求教職的主要動機，其次是外在的職業價值。無論是男性或女性受試者，皆受到內在和社會的動機因素影響。而受試者的年齡和教育程度在選擇教學作為他們終身職業的動機上則沒有顯著之統計學差異。

關鍵詞：職業選擇，動機，職前教師，英語教學 

Abstract:

The present study aims to explore the career motivation among English pre-service teachers at both general universities and universities of science and technology in Taiwan, R.O.C. The education system of Taiwan has transformed from centralization to decentralization through the decades. According to Chang (1999), the growing number of qualified teachers and the decreasing birthrate each year have given rise to a serious imbalance in the demand and supply of teachers in the teaching labor market in Taiwan. In spite of the shortage of the teaching job opening, the number of people applying for the teacher training program does not decrease as might be predicted.

According to Liberty Times Net (Lin, 2014), among all the languages and English-related departments in Taiwan, 8 out of them had abolished their departments or stopped accepting new enrollments; and 9 out of them had changed their affiliations’ names to seek for new beginnings.

In order to investigate the phenomenon, this study tries to examine issues regarding the factors that influence English pre-service teachers’ career choices. The participants were 100 English pre-service teachers from four general universities and universities of science and technology in Taiwan.

For data analysis and discussions, the study adopts an adapted version of the Factors Influencing Teaching Choice Scale (FIT-Choice Scale). Among the questionnaire respondents, three English pre-service teachers were invited to join an in-depth interview respectively. These invited interviewees all took the teacher education courses. They were chosen not only because of their personal traits of being more informative and willing to share, but also for their uniqueness and differences from other respondents. The research adopted both quantitative and qualitative design in order to obtain rich data. It is hoped that the gathered data and discussions could provide useful references for teacher educators and those who are interested in becoming English teachers in the future.

The findings exhibited that intrinsic career value and social utility value of teaching were essential career motivation of the participants, followed by extrinsic career value. Both the male and female participants were more intrinsically and socially motivated. There were no significant statistical differences with regard to participants’ ages and their level of education in the motivation of choosing teaching as their lifelong careers.

Keywords: career choice, motivations, pre-service teachers, English teaching