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題名：取得中學教職的關鍵因素：運用決策樹探勘師資培育歷程
書刊名：教育科學研究期刊
作者：黃嘉莉 引用關係／葉怡芬 引用關係／許瑛玿 引用關係／曾元顯 引用關係
作者(外文)：Huang, Jia-li／Yeh, Yi-fen／Hsu, Ying-shao／Tseng, Yuen-hsien
出版日期：2017
卷期：62:2
頁次：頁89-123
主題關鍵詞：決策樹；教師證書；教職；學科教學知識；Decision tree；Pedagogical content knowledge；Teacher certificate；Teacher job
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:318
  • 點閱點閱:32
本研究旨在透過大量的教育數據，運用資料探勘技術中的決策樹演算法，分析師資生於現行的師資培育歷程中，取得中學教師資格與取得正式教職的關鍵因素，以作為改進師資培育的參考。本研究以一所傳統師範體系的綜合大學2003~2010年入學的師資生為對象，運用開源碼軟體Weka分類演算法中的決策樹，針對每位師資生經歷5年培育歷程中修課與培訓的數據，進行資料探勘，用以瞭解取得教師證書與正式教職的關鍵因素。本研究主要結果為：一、三個主要學院（文、理、教育學院）的師資生取得教職所需年限有別（特別是理學院差異較大）；二、取得教師證書的關鍵因素是教育專業知識，而取得正式教職的關鍵因素則為專門知識與學科教學知識。此外，師資生拓展多元經驗亦有機會取得教職，且目前結果顯示教育實習成績並非是取得教師證書與教師工作的關鍵因素。本研究再以各類文獻驗證上述部分結果，提供師資培育較佳作法的參考建議
This study aimed to identify the critical factors leading teacher students to successfully receive teacher certificates and become secondary school teachers by mining vast educational data using decision trees in order to provide actionable suggestions to improve teacher education. The five-year learning evidence of the teacher students enrolled during 2003-2010 school years from a normal university in Taiwan was collected and then analyzed with the open source data mining software Weka by use of its decision tree algorithms. The major findings include: (1) Years spent to receive a teacher job were different among the three major colleges, namely colleges of Education, Liberal Arts, and Science; (2) Education knowledge is the critical predictor to receive a teacher certificate, while pedagogical content knowledge and content knowledge play the most critical roles to obtain a teacher job. In addition, more practical experiences were also useful to obtain a teacher job, and the score of education practicum was an ineffective predictor, as the current result shows. This study verifies part of the findings with previous work to provide solid suggestions for better teacher education practice
期刊論文
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18.黃嘉莉、武佳瀅(20150600)。我國教育實習學生知覺教師專業知能習得、運用與重要之研究。教育科學研究期刊，60(2)，1-32。new window  延伸查詢new window
19.Darling-Hammond, L.(2001)。Teacher testing and the improvement of practice。Teaching Education，12(1)，11-34。  new window
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22.Carver, C. L.、Feiman-Nemser, S.(2009)。Using policy to improve teacher induction: Critical elements and missing pieces。Educational Policy，23(2)，295-328。  new window
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32.周愚文、洪仁進、吳淑禎(2010)。國立臺灣師範大學學生對師資培育課程修習認知與意願之調查研究。中等教育，61(4)，40-59。new window  延伸查詢new window
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35.Löfström, E.、Poom-Valicks, K.、Hannula, M. S.、Mathews, S. R.(2010)。Supporting emerging teacher identities: Can we identify teacher potential among students?。European Journal of Teacher Education，33(2)，167-184。  new window
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37.Park, H.、Byun, S.(2015)。Why some countries attract more high-ability young students to teaching: Cross-National comparisons of students' expectation of becoming a teacher。Comparative Education Review，59(3)，523-549。  new window
38.黃嘉莉(2015)。從美國edTPA表現評量檢視我國師資職前培育的發展。臺灣教育評論月刊，4(4)，87-92。  延伸查詢new window
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會議論文
1.葉連祺(2004)。中小學教師檢定方法相關課題之分析。教師檢定之理論與實務會議。國立教育資料館。29-43。  延伸查詢new window
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單篇論文
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圖書論文
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2.董宜佩、李詠絮(2011)。加拿大師資培育制度與教師素質。各國師資培育制度與教師素質現況。臺北：教育部。new window  延伸查詢new window
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16.羅天豪(2011)。歐盟師資培育制度與教師素質。各國師資培育制度與教師素質現況。臺北市：教育部。new window  延伸查詢new window
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