Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan (Apr 2023)
教學實習課程協同師徒制師資生專業成長之研究 A Study on The Professional Development of Pre-service Teachers through Collaborative Mentorship in Educational Practicum Courses
Abstract
「教學實習課程協同師徒制」課程是將「協同教學」及「師徒制」兩概念結合於教學實習課程，由實習教學教授及實習教學教師協同教學，而實習教學教師與師資生則為師徒關係，以師徒制進行此課程。本研究以參與此課程之41 位師資生、6 位實習教學教師及2 位實習教學教授為研究對象，使用半結構式訪談法及文件分析法，歸納「教學實習課程協同師徒制」之運作模式，以及探究師資生在該課程中之專業成長。結果顯示：一、實習課程包含「課室內」及「課室外」課程，課室內課程包含基礎觀念建立、教學準備、省思與檢討；課室外課程包含三循環教學和集中實習。二、師資生在教學技巧之專業成長為：瞭解教學活動必須呼應教學目標及結合學生生活經驗，並能妥善運用引導討論、合作學習、溝通表達及教學媒體等教學技巧，最終以多元評量分析學生學習成果；師資生在班級經營之專業成長為：師資生能制定合宜的班級規範及獎勵制度、習得建立良善的親師生關係之技巧，並以適性輔導化解突發狀況。因此，「教學實習課程協同師徒制」確能有助於師資生在教學技巧及班級經營上之專業成長。 The “Co-mentorship in the Educational Practicum” Course is a course which combines the concepts of team teaching and mentoring into the teaching practice. The teaching practice courses are jointly taught by the practicum course professors and the practicum course teachers. The teachers and the pre-service teachers form a mentoring relationship and, conduct this course on a mentoring basis. In this study, 41 preservice teachers, six practicum course teachers, and two practicum course professors participated in the Co-mentorship in the Educational Practicum Course. This study summarized the operation model of the “Co-mentorship in the Educational Practicum” Course through semi-structured interviews and document analysis. It also investigated the professional growth of the pre-service teachers in this course. The results show that: 1. He internship course consists of two parts, in-classroom and out-of-classroom. The former establishes the basic concept, teaching preparation, reflection and review; while the latter offers threecycle teaching and intensive practice. 2. The professional growth results of pre-service teachers in teaching skills are as follows. They understood that the teaching activities should map the teaching objectives and integrate students’ living experiences. In these activities, they were able to properly use various teaching skills, such as guided discussions, cooperative learning, communication, and teaching media, and then, analyze student learning outcomes through multi-evaluations. In terms of the professional growth of preservice teachers in class management competency, they established appropriate class policies and set up reward systems. In addition, they learned the skills required to build good teacher-student relationship and to deal with emergencies through adaptive counseling. Therefore, the “Co-mentorship in the Educational Practicum” Course can indeed promote the professional development of pre-service teachers in both teaching skills and class management.
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