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研究生:唐韶鈴
研究生(外文):Tang Shao Ling
論文名稱:實習教師在不同學校社群文化與不同實習輔導理念下之專業成長研究
論文名稱(外文):The professional growth of interns under different school community culture and mentoring ideas
指導教授:黃芳裕黃芳裕引用關係
指導教授(外文):Hwang Fang Yu
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:化學研究所
學門:自然科學學門
學類:化學學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:255
中文關鍵詞:師資培育願景學校社群文化實習輔導理念教師專業成長
外文關鍵詞:the vision of teacher preparationschool community culturementoring ideasthe professional growth of teacher
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  • 收藏至我的研究室書目清單書目收藏:5
我國自民國八十三年頒佈「師資培育法」後,揭示了往後師資來源管道多元化的政策,同時,依據民國八十四年「高級中學以下學校及幼稚園教師資格檢定及教育實習辦法」,實習教師必須在教育實習機構進行為期一年的教育實習,據此,確立了往後新制實習制度的執行。新制教育實習的特色之一是採取學校導向的師徒制,實習教師在實習期間除了要與實習輔導教師發展互動關係之外,也要對實習學校的社群文化有一充分掌握。因此,本研究旨在探討新制實習制度下,實習學校社群文化與實習輔導教師的實習輔導理念對實習教師專業成長表現的影響。研究採質性個案研究法,以文獻分析、學校社群文化、師資培育願景、實習輔導理念以及教師專業成長等理論為基礎,再配合教室觀察、現場記錄、訪談以及教師反省日誌等所蒐集到的資料,來分析實習輔導教師的實習輔導理念與實習教師的專業成長表現。研究將實習輔導教師分成結構、支持與專業三個面向,將實習教師專業成長分成專業知識、教學特性、人際關係與個人價值觀四個面向,並輔以雙方特質及互動情形,以及師資培育願景與實習學校社群文化等影響因子,來綜合探討實習教師的專業成長表現。研究結果發現:一、在實習場所方面:1.實習學校不同的社群文化將影響到實習教師的對實習場所的向心力。2.實習學校的實習規劃越周詳,實習教師的專業成長也更趨全面向。二、在實習輔導教師方面:1.實習輔導教師有完整的實習輔導理念時,實習教師將會受其影響,而獲得較佳的專業成長。2.實習輔導教師與實習教師互動良好者,實習過程將更加順利,實習成果也更好。3.實習場所的選擇是否適當,對實習教師成長將有顯著性的影響。三、在實習教師方面:1.實習教師對各領域的涉獵程度越廣,在教學上的表現也越豐富。2.實習教師的個人價值觀將影響到實習教師的專業成長表現。3.實習教師的個人特質將影響到實習教師的專業成長表現。4.實習教師對實習場所的融入程度越高,實習教師的專業成長表現也越圓滿。5.實習教師越能理解教師角色的複雜度時,越能獲得較佳的專業成長。6.實習教師若能掌握住未來教育政策走向,對實習的熱忱度也會相對提高。
Since the announcement of the Ministry of Education in 1984, the teacher preparation system has changed. New policy reveals the multi-source of teacher preparation. Its characteristic is the conduction of school-based apprenticeship model. Namely, from then on, the interns must practice in teacher preparation institution with one year. The vision of new intern system is, besides well interact with the mentors, the interns should comprehend the community culture of school. So, the aim of this study is to explore that under new intern system, the teacher professional growth situation is how affected by the community school culture and the mentoring ideas of the mentors. On the base of qualitative research, the framework of this study was constructed through the literature analysis on the vision of teacher preparation, mentoring ideas, teacher professional growth and school community culture. Data collection as follows: observation of classroom, filed notes, interviews and reflective journals. Researcher analyzed the mentors through three dimensions: (1) structural, (2) supportive and (3) professional; the interns through four dimensions: (1) professional knowledge, (2) teaching properties, (3) personal relationship and (4) personal worldview of interns. Researcher analyzed these dimensions through (1) personal character, (2) interaction of mentors and interns, (3) the vision of teacher preparation and (4) the community culture of intern school. The study conclusions are expressed through three aspects: First, in the aspect of intern school, (1) The school community culture will affect the centripetal force of the interns to the intern school. (2) When the teachers’ pedagogical practice of intern school properly-managed, the professional growth of interns will be better. Second, in the aspect of mentors, (1) Mentors with complete mentoring ideas will affect the growth of interns, and interns will get better professional growth. (2) When mentors and interns interacted well, the mentoring process will operate successfully. (3) The selection of intern school is an important factor in interns’ professional growth. Third, in the aspect of interns, (1) When interns are well-informed, their teaching will perform thoroughly. (2) The professional growth varies from the personal worldview of interns. (3) The professional growth varies from the personal character of interns. (4) When interns are in harmony with environment, interns will get better professional growth. (5) The professional growth of the interns will perform successfully when the interns are perceptual to the complexity of teacher. (6) If the interns can comprehend the future educational policy, the degree of devotion will raise.
博碩士論文上網授權書…………………………………………………….iii
學位考試委員審定書………………………………………………………...v
誌謝………………………………………………………………………….vii
中文摘要…………………………………………………………………..viii
英文摘要……………………………………………………………………….x
目次………………………………………………………………………….xii
表次………………………………………………………………………….xvi
圖次…………………………………………………………………………xvii
1. 緒論…………………………………………………………………………1
1.1. 研究動機與研究目的………………………………………………....1
1.2. 研究範圍與研究限制………………………………………………....3
1.2.1. 研究範圍………………………………………………....……....3
1.2.2. 研究限制………………………………………………....……....3
1.3. 重要名詞釋義……………………………………………….………...4
1.4. 實習輔導的重要性……………………………………………….…..10
1.4.1. 實習輔導的本質………………………………………...…......10
1.4.2. 實習輔導教師的起源與意義…………………………...…......10
1.5. 實習學校的影響……………………………………………….……..12
1.5.1. 學習是文化的……………………………………...………......12
1.5.2. 幫助實習教師培養溝通能力……………………...………......12
2. 文獻分析與探討……………………………………………….…………14
2.1. 師資培育多元化的要義……………………………………………...14
2.1.1. 師資培育管道多元化…………………………………….........14
2.1.2. 師資培育課程多元化…………………………………….........15
2.1.3 多元文化教育與師資培育………………………………..…......17
2.2. 教師生涯發展與規劃………………………………………………...21
2.2.1. 生涯的意義……………………………………………….........21
2.2.2. 教師生涯發展…………………………………………….........22
2.2.3. 教師生涯發展與規劃…………………………………….........24
2.3. 教師專業社會化過程………………………………………………...28
2.3.1. 教師專業……………………………………………...….….....28
2.3.2. 教師專業社會化理論………………………………...……......32
2.3.3. 教師省察能力的發展與類型…………………………...…......36
2.4. 新制師資培育制度下的實習輔導過程……………………………...42
2.4.1. 實習輔導教師角色與實習輔導過程模式之探討……...…......42
2.4.2. 實習輔導過程的模式探討………………………………….......47
2.5. 學校社群文化對實習輔導的影響…………………………………...50
2.5.1 學校文化…………………………………………………..…......50
2.5.2. 學校社群文化…………………………………………….........51
3. 理論架構與研究設計…………………………………………………….53
3.1. 理論架構……………………………………………………………...53
3.1.1 師資培育願景……………………………………………..…......53
3.1.2. 學校社群文化…………………………………………….........53
3.1.3 教師個體成長……………………………………………..…......54
3.2. 研究設計與資料蒐集………………………………………………...55
3.2.1. 研究設計………………………………………………….........55
3.2.2. 資料蒐集………………………………………………….........56
3.2.3. 研究信度與效度……………………………………...……......58
3.3. 資料分析方式………………………………………………………...59
3.3.1. 實習輔導教師…………………………………………...…......60
3.3.2. 實習教師………………………………………………...…......62
3.4. 研究對象……………………………………………………………...65
3.4.1. 研究對象的選擇………………………………………...…......65
3.4.2. 研究對象背景整理……………………………………...…......66
3.4.3. 實習學校的特色與實習規劃…………………………...…......67
4. 資料分析………………………………………………………………….70
4.1. 實習輔導教師的分析………………………………………………...71
4.1.1. A實習輔導教師……………………………………………........71
4.1.2. B實習輔導團體……………………………………………........71
4.1.3. C實習輔導教師……………………………………………........81
4.1.4. D實習輔導教師……………………………………………........89
4.1.5. E實習輔導團體………………………………………………......99
4.2. 實習教師的分析…………………………………………………....111
4.2.1. a實習教師………………………………………………….......111
4.2.2. b實習教師………………………………………………….......124
4.2.3. c實習教師………………………………………………….......140
4.2.4. d實習教師………………………………………………….......152
4.2.5. e實習教師………………………………………………….......172
5. 研究結果與討論…………………………………………………………192
5.1. 不同學校社群文化對實習教師的專業成長影響討論……..……..194
5.1.1. a實習教師與b實習教師之比較討論………………...…….....194
5.1.2. c實習教師與d實習教師之比較討論……………………........197
5.2. 實習輔導教師與實習教師的互動探討
5.2.1. C實習輔導教師與D實習輔導教師之比較討論……….….......201
5.2.2. D實習輔導教師與E實習輔導團體之比較討論…………........203
5.3. 五位實習教師的實習綜合討論…………………………………....206
6. 結論與建議…..…………………………………………………………209
6.1. 結論…..……………………………………………………………..209
6.2. 建議…..……………………………………………………………..213
參考文獻…..……………………………………………………………….215
附錄A:部分訪談轉錄資料…..……………………………………………223
1. 實習輔導教師部分…..……………………………………………223
2. 實習教師部分…..…………………………………………………226
附錄B:部分現場記錄資料…..……………………………………………231
1. 實習輔導教師部分…..……………………………………………231
2. 實習教師部分…..…………………………………………………232
附錄C:部分教師反省日誌…..……………………………………………234
附錄D:以Perry基模分析研究資料的範例…..………………………….235
1. 實習輔導教師部分…..………………………………………………..235
2. 實習教師部分…..……………………………………………………..239
附錄E:相關著作…..………………………………………………………243
中華民國第十七屆科學教育研討會…..………………………………...243
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