Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan (Jun 2012)
國小師資生集中實習參與態度與教學專業成長之研究 Preservice Teachers' Learning Attitude and Professional Growth in Intensive Student Teaching
Abstract
本研究以一所教育大學師資生參與集中實習班級為研究對象，以自編之「師資培育生集中實習參與態度與教學專業成長調查問卷」作為研究工具，目的在瞭解師資生的集中實習參與態度與教學專業成長情形，並探討集中實習參與態度與教學專業成長的關係，期能有助於師資培育政策與課程規劃的參考。研究結果發現如下：（1）無論是在基本態度、教學準備或實施與檢討等層面，師資生有九成以上對集中實習展現出正向認真的參與態度；（2）無論是在教學知能或班級經營知能等層面，師資生有九成以上正向肯定集中實習有助於其教學專業成長；（3）本研究所建構之集中實習參與態度與教學專業成長關係模式獲得支持，師資生集中實習參與態度對教學專業成長具有高度的正向影響關係，影響效果達0.79，明顯高於相關文獻的一般基本學科或專業學科課程，集中實習課程的高學習成效現象，或許正可解釋為何集中實習普受師範院校歷屆師生肯定的原因，以及支持集中實習課程具有存在價值的重要依據。 本研究建議指出，集中實習的學習任務能引發師資生的參與興趣與意義關聯，正符合學習者中心的動機學習原則，應該在師培政策與課程規劃中佔有重要角色。 This study investigated the preservice teachers' learning attitude and professional growth in intensive student teaching and also inquired the relationship between them. Based on the result of literature review, a questionnaire was developed to survey 94 preservice teachers from National Taipei University of Education. The collected data was analyzed by descriptive statistics and structural equation modeling. The findings of this study included: (1) preservice teachers had positive attitudes toward intensive student teaching; (2) preservice teachers had positive perception of teaching professional growth during intensive student teaching; and (3) the model that the preservice teachers' learning attitude had a great effect on professional growth in intensive student teaching was confirmed. The findings of this study provide suggestions for the policy and program of teacher education and point to interesting questions for future research.
