本研究旨在運用概念構圖法，了解潛藏在教師甄試4,901題口試題目下的教育理念。透過具體圖像的呈現，可了解口試委員的抽象知識表徵。本研究選取異質性的20位利害關係人，針對16大類組進行概念構圖之分析。研究結果得知，口試題目共分為四個面向：(一)教師專業知能（如專業知識、教學能力、輔導知識、班級經營等）；(二)個人核心價值（如個人價值、自我介紹、人際關係）；(三)個人先備知能（如實習教師）；(四)公民組織行為（如行政服務等）。另外，藉由三大指標之評比，可了解口試題目之相對重要性。藉由本研究，可以了解：(一)在時間充裕下，口試所應包含的面向；(二)在時間緊迫下，如何選擇最重要的議題成為口試題目。

This study aimed to apply concept mapping to understand the hidden educational constructs of 4,901 oral exam questions in teacher-selection interviews. The presentation of concrete figures facilitates the understanding of interviewers’ abstract knowledge. A total of 20 participants came from various backgrounds. Sixteen categories of questions
from teacher-selection interviews were analyzed with the structured conceptualization of concept mapping.
Results show that there are four dimensions of oral exam questions: (1) teacher’s professional knowledge (i.e. professional knowledge, teaching ability, counseling knowledge and ability, class management, etc.); (2) personal core value (i.e. personal value, self introduction, and interpersonal relationship, etc.); (3) personal working experience (i.e. pre-service teacher experience, etc.); (4) civil organizational behavior
(i.e. the availability of administrative service, etc.). In addition, the ratings of three indexes reveal the relative importance of the oral exam questions. Implications of this study are: (1) Within the sufficient time, the certain facets of the oral exam questions should be included; (2) Under time pressure, the limited critical oral exam questions should be selected.