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研究生:俞涵鈺
研究生(外文):YuHanYu
論文名稱:我國與英國教學輔導教師制度之比較研究
論文名稱(外文):A Comparative Study on Mentor Teacher Programs between Taiwan and the UK
指導教授:王如哲王如哲引用關係
指導教授(外文):WangRuZhe
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:170
中文關鍵詞:教學輔導教師制度新進教師
外文關鍵詞:Mentor Teacher ProgramsBeginning Teachers
相關次數:
  • 被引用被引用:19
  • 點閱點閱:658
  • 評分評分:
  • 下載下載:182
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在進行我國以及英國教學輔導教師制度的比較研究。為達成研究目的,本研究採用文獻分析法、比較研究法為研究方法,並依據研究發現提出結論與建議。
根據文獻探討與比較分析的結果提出以下結論,包括教學輔導教師制度的相同處與相異處:
1.我國以及英國教學輔導教師制度有七項相同處:
(1)教學輔導教師的選派與配對原則一致;(2)教學輔導教師的角色相同;(3)教學輔導教師的職責相同;(4)教學輔導教師的輔導內容相同;(5)教學輔導教師的輔導方式相同;(6) 教學輔導教師制度的相關問題類似;(7)教學輔導教師制度的因應策略類似。
2.我國以及英國教學輔導教師制度有十四項相異處:
(1)教學輔導教師制度的源起不同;(2)教學輔導教師制度的發展不同;(3)教學輔導教師的遴選標準不同;(4)教學輔導教師的遴選過程不同;(5)教學輔導教師的培訓不同;(6)教學輔導教師的選派與配對不同;(7)教學輔導教師的職責不同;(8)教學輔導教師的輔導對象不同;(9)教學輔導教師的輔導內容不同;(10)教學輔導教師的輔導方式不同;(11)教學輔導教師的工作條件不同;(12)教學輔導教師的獎勵不同;(13)教學輔導教師制度的相關問題不同;(14) 教學輔導教師制度的因應策略不同。
根據研究結論提出以下建議:
1.對我國教學輔導教師制度未來發展之建議:
(1)我國教學輔導教師制度應更完備;(2)新進教師輔導的對象應擴及所有初到任教學校的教師;(3)應多樣化教學輔導教師制度的輔導方式;(4)應再增加教學輔導教師制度的內容;(5)肯定教學輔導教師的服務熱忱,以共同合作的支持態度,取代嚴格的評斷心態;(6)學校應給予教學輔導教師與新進教師學習空間與時間,勿於短時間內採取過高之評斷標準;(7)研擬合適職務名稱避免與「輔導教師」混淆,並儘早規劃再任培訓事宜;(8)教師互相提攜走向專業發展。
2.對英國教學輔導教師制度未來發展之建議:
(1)英國進階教師制度宜持續有強而有力的說帖;(2)英國進階教師績效的評定宜有具公平性的流程;(3)擔任英國進階教師的績效評定的校長宜先接受訓練。
3.對後續研究之建議:
(1)針對我國及英國教學輔導教師制度之實施現況作更深入之探究;(2)針對其他國家之教學輔導教師制度進行研究與探討。
The main purpose of the research is to compare the Mentor Teacher Program between Taiwan and UK.In order to achieve the purpose of the research,the researcher adopt document analysis and comparative methods.According to the findings of the study,the researcher proposed the conclusions and suggestions .
According to the findings of document analysis and comparative methods proposed the conclusions,inculding similars and the differences on Mentor Teacher Programs between Taiwan and the UK.
1.There are seven similars on Mentor Teacher Programs between Taiwan and the UK:
(1)The selections and match principles of Mentor Teacher Programs are identical.(2)The roles of Mentor Teachers are the same.(3) The duties of Mentor Teachers are the same.(4) The mentor matters of Mentor Teachers are the same.(5) The mentor ways of Mentor Teachers are the same.(6) The relevant questions of Mentor Teachers Programs are the same.(7) The tratics of Mentor Teachers Programs are the same.
2. There are fourteen differences on Mentor Teacher Programs between Taiwan and the UK:
(1)The origins of Mentor Teacher Programs are different.(2)The developmets of Mentor Teachers Programs are different.(3) The selection standards of Mentor Teachers are different.(4) The selection processes of Mentor Teachers are different. (5) The trainnings of Mentor Teachers are different. (6) The selections and match principles of Mentor Teacher Programs are different. (7) The duties of Mentor Teachers are different.(8)The mentor objects of Mentor Teachers are different.(9) The mentor matters of Mentor Teachers are different.(10) The mentor ways of Mentor Teachers are different.(11)The work conditons of Mentor Teachers are different.(12)The rewards of Mentor Teachers are different.(13) The relevant questions of Mentor Teachers Programs are different.(14) The tratics of Mentor Teachers Programs are different.
According to the differences of study proposed suggestions as following:
1.For development of Mentor Teacher Programs in Taiwan
(1) Mentor Teacher Programs in Taiwan schould be more perfectful. (2)The subjects of Mentor Teacher Programs should expand all teachers who begin to teach in the school. (3)The ways of Beginning teachers’ Mentor Programs should be various.(4)It should be increased the matters of Mentor Teacher Programs in Taiwan.(5)Affirming Mentor Teachers’ enthusiasm,and having support attitudes of common cooperation replaced strict judegment.(6)Schools should give Mentor Teachers and Benginning Teachers learning space and time,not take higher standard of judgement.(7)Studying post designation to avoid confusing with coach,and planning re-training as early as possible.(8)Teachers guide and support each other to achieve perfessional development.
2.For development of Mentor Teacher Programs in the UK
(1) Mentor Teachers in the UK should be haved strong and powerful document continuously.(2)The performance assessment of Mentor Teachers in the UK should be haved equal processes.(3)The principal whe serves the performance assessment of Mentor Teachers should receive trainings in advance.
3.For future study
(1)To broaden the study to each aspect in Mentor Teacher Programs in Taiwan and the UK. (2)To broaden the study to other countries’ Mentor Teacher Programs.
目次
第一章 緒論 1
第一節 研究動機與目的 1
第二節 名詞釋義與待答問題 3
第三節 研究方法與步驟 5
第四節 研究範圍與限制 9
第二章 教學輔導教師制度的意涵與理論基礎 11
第一節 教學輔導教師制度的意涵 11
第二節 教學輔導教師制度的理論基礎 38
第三章 我國實施教學輔導教師制度現況分析 47
第一節 我國教學輔導教師制度的源起及發展 47
第二節 我國教學輔導教師制度的主要內容 55
第三節 我國實施教學輔導教師制度的相關問題與因應策略 63
第四章 英國實施教學輔導教師制度現況分析 79
第一節 英國教學輔導教師制度的源起及發展 79
第二節 英國教學輔導教師制度的主要內容 96
第三節 英國實施教學輔導教師制度的相關問題與因應策略 112
第五章 我國與英國教學輔導教師制度之比較分析 123
第一節 兩國教學輔導教師制度的源起及發展之比較 123
第二節 兩國教學輔導教師制度的主要內容之比較 125
第三節 兩國實施教學輔導教師制度的相關問題與因應策略之比較 137
第六章 結論與建議 141
第一節 結論 141
第二節 建議 146
參考文獻 151
中文部分 151
西文部分 155
附錄 163
附錄一 國內外關於教學輔導教師制度之相關研究 163
附錄二 臺北市立高級中等以下學校教學輔導教師設置方案 168
表次
表2-1 教學輔導教師的角色職責 28
表2-2 Erikon的心理社會發展階段表 38
表3-1 教學輔導教師設置方案法源之條文內容與目次 49
表3-2 各學年度教學輔導教師試辦與辦理學校一覽表 50
表3-3 臺北市教學輔導教師儲訓班課程一覽表 57
表4-1 英國中小學進階教師(AST)年薪等級表 110
表5-1 兩國教學輔導教師制度的源起之比較 124
表5-2 兩國教學輔導教師制度的發展之比較 125
表5-3 兩國教學輔導教師制度的遴選標準與過程之比較 127
表5-4 兩國教學輔導教師的培訓之比較 128
表5-5 兩國教學輔導教師的選派與配對之比較 129
表5-6 兩國教學輔導教師的角色之比較 130
表5-7 兩國教學輔導教師的職責之比較 131
表5-8 兩國教學輔導教師的輔導對象之比較 132
表5-9 兩國教學輔導教師的輔導內容之比較 133
表5-10 兩國教學輔導教師的輔導方式之比較 134
表5-11 兩國教學輔導教師的工作條件之比較 135
表5-12 兩國教學輔導教師的獎勵之比較 136
表5-13 兩國實施教學輔導教師制度相關問題之比較 138
表5-14 兩國實施教學輔導教師制度相關問題的因應策略之比較 139
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