***

***

141

( 91)(

81 86)( 93)
( 92 92)

11 12 73 496
20521
1998

--

142

1
(need)

2003

2004)

(2003

86

( 80)(1)(2)
(3)
(4)(5)
( 81) (1)
(2)

143

(3)

( 92
( 93)

1999

(
92

3
(
) (
1984)

2004

82

144


1965 1968
1995
1995
2003
64 17 1 2003

2008

90%
1-6 ( 60%)2004

84 7
88%
2000 91.2%
59%

2003
73.6%

145

86.9%

95 98

85 3 5
87 89
88

95

98 1/5
1/5

2002

146

( 91

Neuman, 1997)

1 (semi-structured in-depth interview)

Lofland & Lofland, 2005

2 (focus group)

6-12

Stewart & Shamdasani 89

(social facilitation effect, Zajonc,

1965)
(Morgan,

1996)

147

7~8 8

2006 4~6

1~1.5

2
( 89)

2
5 6-10 3 11-20
2 20 80%

3
2

14

148

run

(C ) (B ) (C )
(

149

1-2 6-7

150

80% 70%
60% 50%

151

200 2
100

100 100
400 500 100

1
1/5

152

200 100

25 25 37

1~2
4~5

153

95

154

10 83 83 3268 92
5545 2

919293
1.5 3

2
3

http://www.tpde.edu.tw/view.htm

155

156

157

E-mail

158

159

2005 7 4
160


( 88)

( 94)-(Lofland , J.
& Lofland , L. H., 2005)
91-Neuman, W. L., 2002
( 80)30(4)11-21
( 81)

( 73)

( 92)

( 93)

( 93)

( 92)
48(2),125-150
( 82)

( 86)

( 92)

( 86)

( 81)

( 92)

( 89)

( 87)
145-157

161

 ( 89) (Stewart, D. W. & Shamdasani,

P. N., 1990)
( 92)

( 91)

Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22, 129-52

Robson, J., Bailey, B., & Larkin, S. (2004). Adding value: Investigating the
discourse of professionalism adopted by vocational teachers in further
education colleges. Journal of Education & Work, 17(2), 183-195
Ninetta, S. (2003). Caught up in the Teaching-Training Divide: confusing
professional identities, Studies in Continuing Education, 25(2), 211-224
Zajonc, R. B. (1965). Social facilitation, Science, 149, 269-274.

162