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Abstract
The main purpose of this study is to inquire what is the teachers’ vocation from the views of normal school students (1950-1970) and how to be formed. By analyzing normal school students’ oral stories and secondary sources, conclusions are as follows:
First, the normal education in the 50s to the 70s promoted normal school students to realize all abilities, conditions and professional ethics for being a teacher by cultivation in daily campus life, especially in professional ethics.
Second, the normal school students identified themselves with their status of normal school student and passing qualification for a teacher. At the same time, they perceived the teacher's vocation from the views of the subjectivity. Therefore, they identified what they should be, but not identified the motives or purposes from the other’s orders or missions.
Third, the formation of Teachers’ vocation from the normal school students isn’t affected by a single factor, but urged in the interactive course between the subjectivity and the objectivity. In other words, the normal school students did not directly accept the values at first from external environment, including their families, education experiences, and normal school. Instead, they reflect what they have gained from the interaction with those external factors. To construct the teachers’ vocation for subjects is complicated and changing during different stages of their lives.
Fourth, this study reveals the declaration of teachers’ vocation from oral history reporters. It is quite matched to the embryonic model of teachers’ vocation from the50s to the 70s’ normal school students. This study also proves campus life of normal school would call, strengthen and maintain the vocation from the normal students with self-identity.
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