你累了嗎？──藝術大學／綜合大學師資生生涯阻礙、結果期待與專業認同的調節對學習倦怠的差異分析
Author(s):
Chia-Cheng Chen (Teacher Education Center, National Taiwan University of Arts)
Chao-Hsiang Hung (General Education Center, National Taiwan University of Arts)
Abstract:
The process of cultivating preservice teachers in universities of arts is different from that in comprehensive universities. The preservice teachers in the latter have completed most of the credits in the fourth year and have more time to prepare for the teacher certification examination. However, the preservice teachers in universities of arts must complete the graduation performance and exhibitions in the fourth year, for whom most of the professional training is assessed by practical evaluation, and therefore are relatively disadvantaged in paper and pencil tests. In addition, most of the preservice teachers in universities of arts have more than 10 years of professional training before entering university, which is very different from those in comprehensive universities who make their department selections after the entrance examination. In our view, such a difference prompts the preservice teachers in universities to tend towards profession identity, choosing their arts professions with which they are more familiarized as they are suffering from learning burnout. Based on the theories that focus on social cognition processes, this study analyzes the impact of career barriers on preservice teachers’ outcome expectation and learning burnout. A total of 771 valid samples were tested by the online questionnaire, including 302 preservice teachers from universities of arts and 469 from comprehensive universities. The results are presented as follows: First, in contrast, the preservice teachers in universities of arts had lower career outcome expectations and higher learning burnout and tended to maladaptive patterns such as department identity. Second, the path modes of the preservice teachers of the two discussed categories did not reach a significant difference in the path from lack of confidence to outcome expectations. However, the interaction analysis found that the relationship between lack of confidence and outcome expectation was moderated by preservice teachers’ profession identity. Third, the paths to predict the learning burnout of the preservice teachers of the two categories under discussion make no big difference: The path affecting the learning burnout of the preservice teachers in universities of arts is the path of career barriers while that of those in comprehensive universities is outcome expectation. Fourth, an interaction was found between the profession identity and career barriers of preservice teachers in terms of outcome expectation.
Keywords:
career barriers、preservice teachers、profession identity、outcome expectation、burnout
