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    题名: 高職院校教學困境與教師專業發展：問題發現、量表編製與教師專業發展實踐評估
    Teaching obstacles and teacher development in vocational college: Problem finding, scale development and teacher development practice evaluation
    作者: 姒依萍
    贡献者: 邱美秀
    Qiu, Mei-xiu
    姒依萍
    关键词: 高職院校
    教學困境
    教師專業發展課程
    Vocational colleges
    Teaching obstacles
    Teacher development
    日期: 2019
    上传时间: 2019-05-02 14:46:50 (UTC+8)
    摘要: 本研究旨在了解中國高職院校教師在教學中所面臨的困境，開發高職院校教學困境的評估工具，設計針對高職院校教師的專業發展課程，以幫助其應對教學困境。為了實現上述目標，本研究先後實施了三個相對獨立又彼此關聯的子研究，分別為：

    研究一以12位高職院校教師為研究對象，通過訪談發現中國高職院校教師在教學中面臨的困境主要來源於學科知識與技能、教學實踐、學生特質、外部支持等方面；關於教師專業發展課程，高職院校教師對課程內容與課程實施方式提出若干需求。

    研究二基於研究一的發現編製了「高職院校教學困境量表」，通過探索性因素分析、驗證性因素分析和內部一致性分析等統計方法，驗證該問卷具有良好的信度和效度，可初步用於評估高職院校教師對教學困境的感知。

    研究三結合研究一中高職院校教師對專業發展課程的需求及文獻中關於提升教師專業發展課程有效性的建議，設計並實施了名為「教學改進與教師發展工作坊」的教師專業發展課程。課程結束後，採用研究二編製的「高職院校教學困境量表」評估該課程對教師應對教學困境的幫助程度，得出量化分析的結果，再通過訪談所獲取的質性資料上述對量化結果予以解釋和說明。

    本研究之發現有助於豐富職業院校教師專業發展領域的知識與實踐。結合上述三個子研究的結果，本研究為中國高職教育領域的政策制定者和教師發展人員設計有效的教師發展計劃及進一步研究提供了建議。
    The purpose of this study was to understand the teaching obstacles faced by vocational college teachers in China, to develop a scale for investigating teaching obstacles in vocational colleges, and to design professional development courses for vocational college teachers in order to help them cope with teaching obstacles. In order to achieve the above objectives, this study implemented three related sub-studies.

    In Study 1, 12 teachers from vocational colleges were studied. Through interviews, it was found that vocational college teachers in China mainly faced the teaching obstacles in subject-mattered knowledge and skills, teaching practice, student traits, and external support. As to the teacher development courses, vocational college teachers put forward a number of requirements for the content and the implementation of the courses.

    Based on the findings of Study 1, Study 2 developed the “Vocational College Teaching Obstacles Scale,” which was verified by exploratory factor analysis, confirmatory factor analysis, and internal consistency analysis. The results indicated that the scale had desirable reliability and validity. This scale can be used initially to assess the perception of vocational college teachers about their obstacles faced in teaching.

    Study 3 designed and implemented a professional development course for vocational college teachers, which was called "Teaching Improvement and Teacher Development Workshop." At the end of the course, the “Vocational College Teaching Obstacles Scale,” developed in Study 2 was used to assess the extent to which the workshop helped the participants cope with their teaching obstacles. The qualitative results obtained through interviews were used to explain the results obtained by the scale use.

    The findings contribute to the knowledge and educational practices of college teacher development. Combining the findings of the above three sub-studies, this study provides suggestions for further studies and directions for policymakers and teacher development staff to design effective vocational college teacher development programs in China.
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