| Abstract: | 本研究主要在探討國小碩士教師從事研究所進修學習的意涵。採用質性研究方法，透過訪談六位已完成碩士學位進修的國小教師，以瞭解其進修研究所的動機、在研究所中的重要經歷與收穫，以及在實際工作場域中的應用與成長情況。訪談內容經編碼交叉比對之後，形成主要分析類別，分別針對上述研究主題加以回答，最後再從中歸納總結研究所進修學習對國小碩士教師代表之意義。 研究發現個案教師基於外在事件刺激、生涯規劃、做子女的榜樣、助人使命感、個人興趣、求知慾、轉換心情、累積成就感、以及晉級加薪等多重內外在動機，進入研究所學習，以獲得需求之滿足。在研究所進修時，個案教師分別從各種學習管道中，獲得重要的學習經歷，並在專業知識、專業能力、專業態度上有所增進，此外，也獲得了自我的成長。從研究所畢業後，個案教師亦能設法將所學應用在工作場域的各個面向中，包括課堂教學、班級經營、人際互動以及教室外的參與等。 綜合以上發現，本研究解析出八點研究所進修學習歷程對碩士教師代表的意涵： （一）提升教師的專業知識、能力與態度。 （二）促成教育理論與實務的頻繁互動。 （三）滿足教師進修動機，延續學習慾望。 （四）幫助教師展現新的思維模式。 （五）促進教師的教學反省。 （六）激發教師的潛能、提升其自信、並開展其自我。 （七）教師在教學上從事研究所進修學習之應用，導引學生學習的改變。 （八）教師在工作中從事研究所進修學習之應用，帶動學校組織的成長。 最後，研究者並根據研究結果與研究限制對相關單位與未來研究做出建議。
The purpose of this research is to explore the meaning of pursuing professional continuing education. A qualitative interview was employed with six elementary school teachers who had just finished their graduate education. The study found that teachers pursue graduate education with multiple internal and external motivations such as their career plans, desire for a sense of achievement, and increased salaries. This study found that while in graduate school, teachers improve their professional knowledge, capability and attitude in various ways. They also experience personal growth and change, gain a new perspective on who they are, learn to be responsible for the knowledge they acquire, and enjoy fulfilling the desire to learn. Once they return to teaching, teachers do their best to apply what they have obtained from graduate school to day to day teaching with regards to teaching, classroom management, interrelationships, and participation in outside classroom activities. According to this research, eight primary meanings through the process of elementary school teachers to pursue master degrees were obtained： （1）To enhance teachers’professional knowledge, ability, and attitude. （2）To integrate theory and practice. （3）To satisfy the varied motivations for teachers’pursuit of continuing education and fulfill the desire for learning. （4）To help teachers develop new modes of thinking. （5）To improve teachers’perspectives on their own teachings. （6）To stimulate their potential, promote self-confidence, and allow themselves to unfold. （7）Teachers who engage in graduate school study and apply what they learn with students broaden their students’ learning. （8）Teachers who engage in graduate school study and apply what they learn assist the development of school organization. Finally, suggestions to institutions of graduate education, school administrators, teachers, and future researchers are put forward for future reference. |
