I
目 錄
目錄……….. I~II 中文摘要 ……… ..III 英文摘要 ………...V~VI 圖表……..……….…….VII
第一章 緒論………1
第一節 研究背景與重要性……….….2
第二節 研究目的與待答問題……….……….………4
第三節 名詞解釋………..5
第四節 研究限制………..7
第二章 文獻探討………8
第一節 實習教師與實習輔導教師之專業成長………..8
第二節 各國實習輔導制度及評鑑………31
第三節 敘說探究………36
第四節 敘說探究的使用方式………39
第三章 研究方法………..42
第一節 研究問題………42
第二節 學校背景與研究對象………43
第三節 研究工具………47
II
第四節 研究流程………50
第五節 分析資料… ………...52
第四章 結果與討論………..60
第一節 實習輔導計畫對實習教師的影響………60
第二節 實習輔導計畫對輔導教師的影響………72
第三節 實習輔導計畫執行策略的成效………87
第五章 結論與建議………..……105
第一節 結論………105
第二節 建議……… 108
參考文獻………...112
附錄………..116
III
摘 要
本研究採多元質性研究方法，探討學校本位自然科實習輔導計劃 的成效。研究中邀請台北市區一所小型班群式學校參與，對該校三年 級三位自然實習輔導教師、三位實習教師、校長及師資培育大學兩位 教授所組成的實習輔導團體，分別使用課室觀察、會議記錄及小故事 訪談的方式，探討此計畫對實習教師、實習輔導教師、實習學校的影 響。其中課室觀察使用STAM-Sci作為分析教學表現之架構，會議紀 錄按文獻中所提的實習輔導教師輔導策略編碼後做質性分析，小故事 訪談使用敘說探究之類別-內容方式分析。研究資料指出本計劃：一、
對實習教師的影響：(一)學會使用兒童語言呈現難易適中的教材，(二) 學會運用引起動機的技巧，(三)學習進行探究式教學，(四)加深自然 學科知識了解，(五)使用正回饋經營班級學習氣氛，(六)學習使用問 答技巧和課程內容重點融入，(七)學習使用活潑、節奏明快的教學步 調，(八)藉由共同教學進行教學驗證，(九)獨立教學機會。二、對實 習輔導教師的影響：(一)開放教學現場，促進共同輔導趨勢，(二)提 供與實習教師雙向互動管道，提升班級經營品質，(三)增加與其他輔 導教師交流機會，(四)重新審視自我教學特點並反省教學，(五)建立 co-teaching模式，(六)與實習教師產生正向感情支持，(七)汲取其他教 師的教學經驗與活動，改善自我教學，(八)增進與導師之間的互動。
IV
三、實習輔導計畫策略成效：(一)組成教師學習社群，促成互動省思 教學，(二)帶入導師、行政及研究資源，協助教師辯證觀看教學的視 野，(三)帶入當前師資培育及專業成長之議題，釐清師資培育機構與 實習學校合作的新契機，(四)教學、行政、研究三方人力集思廣益，
共同探尋如何進一步落實專業發展學校之理念。
依據研究結果研究者得到以下五點結論：一、本自然科實習輔導 計畫幫助實習教師從三位自然輔導教師教學優勢中尋找合適的學習 典範，增強對學科知識、教材教法與班級經營的實力，並獲得自然科 獨立教學與檢討教學的機會。二、本自然科實習輔導計畫幫助自然輔 導教師建立與輔導教師和實習指導教授之間的連結，獲得取得新知管 道和開放教學現場接受批判的機會，並與實習教師形成共同教學、感 情支持的助力。三、本自然科實習輔導計畫協助學校提升校內自然教 師的教學品質、培育實習教師的實力。四、本實習輔導計畫推動宜鎖 定於小型國民小學，營造開放而全校總動員的氣氛，並配合專業發展 學校與專業輔導教師的認證進行。五、本實習輔導計畫成效良好，對 於實習教師與自然輔導教師專業成長均有助益，唯班導師與本計畫的 連結出現斷層，為不可避免之人力因素。
關鍵詞：實習輔導計畫，輔導教師，實習教師，專業成長
V
ABSTRACT
This research applied multiple qualitative techniques to explore the effects of a school-based mentoring program. Three science mentors, three student teachers of the third grade, and the principal in a small urban school in Taipei and two professors of teacher education institutes were invited to participate. Classroom observations, meeting records, and interviews about teaching vignettes were collected and analyzed to
generate the program’s impacts on student teachers, mentors, and the mentoring school. STAM-Sci was used to describe the participant
teachers’ teaching performance. The mentors’ guidance strategies in the meeting records were coded before doing further qualitative analysis.
Mentors’ responses to teaching vignettes were analyzed by
category-content of narrative analysis. The results revealed that the program facilitates student teachers in: (1)learning to use children’s language to present teaching materials, (2)learning to use motivation strategies, (3)learning to carry on inquiry teaching approaches,
(4)understanding science content knowledge, (5)using positive feedbacks to manage classroom learning environment, (6)learning to use
questioning skills and focus on core science content, (7)adjusting to lively and rhythmic teaching steps, (8)carrying on and learning from
co-teaching, and (9)gaining opportunities to teach independently, and encourages mentors to: (1)practice coaching, (2)increase interaction with student teachers and enhance quality of classroom management,
(3)exchange experiences with other mentors more frequently, (4)reflect upon teaching performances, (5)establish co-teaching patterns, (6)build positive emotional support to student teachers, (7)learn from peer teachers’ teaching practice, and (8)promote interaction with homeroom teachers. This program was effective in: (1)establishing teacher learning community, and facilitating teacher interaction toward reflecting on teaching, (2)bringing in administrative and research resources, and leading to extended teaching vision, (3)raising issues in teacher professional development, and clarifying new turning points of
school-university cooperation, and (4)bringing together manpower in
teaching, administration, and research to brainstorm about ways to enact
professional development schools.
VI
Based on the findings, five conclusions are generated. First, the school-based mentoring program helps student teacher to seek for appropriate teaching models from science mentors, strengthens their competences in disciplinary knowledge, instructional skills and classroom management, and obtains more science teaching and reflection
opportunities. Second, the program helps mentors in establishing linkage between mentors and science educators, obtaining opportunities to learn current issues, to accept critique, and to co-teach and support each others.
Third, the program assists in promoting quality teaching and competences of teachers in training interns, and moving the school toward
authentication of professional development school. Fourth, the program could be suitably for small elementary schools in practicing whole school professional development and exemplifying authentication of
professional development school and professional mentors. Fifth, the program has positive effects on all participant teachers, but lacking
linkage with homeroom teachers is recognized as an inevitable manpower factor.
Keywords: Mentoring program, mentor, student teacher, professional
development
VII
圖表次
圖2-1-1 Tomlinson(1995)提出的teaching cycle和其輔導措施…….14
圖2-1-2 英國實習輔導制度實習輔導教師和實習教師關係發展曲線 ………..………..22
圖2-2-1 日本初任者研修制度流程圖……….32
圖2-2-2 日本初任者研修制度之校長中心制……….33
圖2-2-3 日本初任者研修制度之輔導教師中心制……….34
圖2-3-1 敘說研究中經驗再呈現層次圖……….38
圖3-4-1 研究流程……….50
表2-4-1 國內敘說探究應用在教師身上的實徵研究……….39
表 3-5-1 資料收集日程表………..53
表 3-5-2 會議記錄編碼方式………..54
表 3-5-3 晤談資料類別定義………..56
