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題名：促進實習教師教學學習的夥伴式實習輔導
書刊名：教育科學研究期刊
作者：林淑梤 引用關係／張惠博／段曉林 引用關係
作者(外文)：Lin, Shu-fen／Chang, Huey-por／Tuan, Hsiao-lin
出版日期：2009
卷期：54:1
頁次：頁23-53
主題關鍵詞：協同行動研究；教師改變；夥伴關係；實習輔導；Collaborative action research；Teacher change；Partnership；Mentoring
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:55
  • 點閱點閱:53
摘要： 本研究旨在實習學校內建立協助實習教師學習的夥伴式實習輔導，以探討此創新的實習輔導對實習教師學習的幫助性，以及促使實習教師產生教學改變的重要因素。夥伴式實習輔導內含五種教師學習活動，包括師徒制的實習輔導、課室觀察、對話會議、協同行動研究和小組討論。利用參與觀察，與兩位實習個案教師、實習輔導教師與學生的訪談，以及問卷等，多元的資料進行詮釋分析。研究發現，教師學習活動具有探究教學困難、討論實務概念、提供教學自主權與專業認同的特性，較有助於實習教師專業成長，如小組討論、協同行動研究和課室觀察。學生的心聲、觀點的論辯，以及以實習教師為中心的教學探究是增進實習教師科學教學認知最有效的方式。
Abstract： The purpose of this study was to investigate the assistance of teacher learning activities and to find the factors of improving mentees’ teaching change through implementation of a partnership mentoring in a practice school. There were five teacher learning activities in partnership mentoring including apprenticeship mentoring, classroom observation, dialogical meeting, collaborative action research, and group discussion. Data were mainly collected from participant observation and interview with two mentees to evaluate teacher learning activities, and to trace the changes of their practical concepts and teaching practice. Multiple data such as interview and questionnaires from two mentors, and their students were supported to analyze and interpret. The findings revealed that teacher learning activities with characteristics of providing opportunities of teaching inquiry, teaching discussion, autonomy, and professional identity, were beneficial to mentees’ professional development, such as group discussion, collaborative action, and classroom observation. It was necessary to provide supports of teaching skill, cognition and emotion for mentees’ teaching change. The most effective strategies for enhancing mentees’ cognition about teaching practice were listening to students’ voice, argumentation about perspective, and mentees’ centered teaching research.
期刊論文
1.Hudson, P.(2004)。Specific mentoring: A theory and model for developing primary science teaching practices。European Journal of Teacher Education，27(2)，139-146。  new window
2.蔡碧璉(20040600)。建構實習教師進行優質實習歷程影響因素之探究。教育與心理研究，27(2)，283-305。new window  延伸查詢new window
3.Hawkey, K.(1995)。Learning from peers: The experience of student teachers in school-based teacher education。Journal of Teacher Education，46(3)，175-191。  new window
4.Cornett, J. W.、Yeotis, C.、Terwilliger, Lori(1990)。Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher。Science Education，74(5)，517-529。  new window
5.Feldman, A.(2000)。Decision making in the practical domain: a model of practical conceptual change。Science Education，84，606-623。  new window
6.徐式寬(20010600)。從實習教師的需求探索教育實習網站之建構。教學科技與媒體，56，65-72。new window  延伸查詢new window
7.Gore, J. M.、Zeichner, K. M.(1991)。Action research and reflective teaching in preservice teacher education: A case study from the United States。Teaching and Teacher Education，7(2)，119-136。  new window
8.Van Driel, J. H.、Beijaard, D.、Verloop, N.(2001)。Professional development and reform in science education: The role of teachers' practical knowledge。Journal of Research in Science Teaching，38(2)，137-158。  new window
9.Guskey, T. R.(1986)。Staff development and the process of teacher change。Educational Researcher，15(5)，5-12。  new window
10.Windschitl, M.(2003)。Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?。Science Education，87(1)，112-143。  new window
11.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education，66(2)，211-227。  new window
12.Guskey, Thomas R.(2002)。Professional Development and Teacher Change。Teachers and Teaching: Theory and Practice，8(3)，381-391。  new window
13.Kagan, D. M.(1992)。Professional growth among preservice and beginning teachers。Review of Educational Research，62(2)，129-169。  new window
14.Guba, E. G.(1981)。Criteria for Assessing the Trustworthiness of Naturalistic Inquiries。Educational Communication and Technology，29(2)，75-91。  new window
15.簡頌沛、吳心楷(20080400)。高中實習教師的實務參與及身分轉變：情境認知觀點的探討。科學教育學刊，16(2)，215-237。new window  延伸查詢new window
16.林淑梤、張惠博、段曉林(20081200)。科學實習教師個人實務理論實踐之探究。師大學報．科學教育類，53(2)，1-29。  延伸查詢new window
17.熊召弟、譚寧君。自然科遠距輔導教學熱線之建立與實施。科學教育研究與發展季刊，11，3-18。  延伸查詢new window
18.鄭玉疊。培育優秀的新手教師－談實習機構如何落實實習教師之輔導。國教新知，50(3)，30-15。new window  延伸查詢new window
19.鄭玉疊。從實習機構看－我國當前師資培育實習輔導制度的問題探討。國民教育，45(1)，77-87。  延伸查詢new window
20.顏慶祥。當前實習輔導教師的角色、困境與展望。教育實習輔導，4(3)，34-42。  延伸查詢new window
21.Abell, S. K.。From Professor to Colleague: Creating a Professional Identity as Collaborator in Elementary Science。Journal of Research in Science Teaching，37(6)，548-562。  new window
22.Eick, C. J.、Reed, C. J.。What Makes an Inquiry-oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice。Science Education，86，401-416。  new window
23.Fullan, M.。Change Processes and Strategies at the Local Level。Elementary School Journal，85，391-421。  new window
24.Helms, J.。Science and Me: Subject Matter and Identity in Secondary School Science Teachers。Journal of Research in Science Teaching，35(7)，811-834。  new window
25.Hudson, P.。Reflective Practices: Modeling and Observing Science Teaching for Preservice Teachers。Investigating: Australian Primary and Junior Science Journal，19(3)，10-14。  new window
26.Knowles, M.。Andragody, Not Pedagogy。Adult Leadership，16(10)，350-352。  new window
27.Roth, W. M.、Tobin, K.、Carambo, C.、Dalland, C.。Coteaching: Creating Resources for Learning and Learning to Teach Chemistry in Urban High Schools。Journal of Research in Science Teaching，41(9)，882-904。  new window
會議論文
1.張惠博、陳錦章(2001)。國中物理實習教師教學知能成長之研究。中華民國第十七屆科學教育學術研討會，(會議日期: 200112)。高雄：高雄師大。  延伸查詢new window
2.林碧珍。反思中的反思：以數學教學專業對話為例63-79。  延伸查詢new window
3.Lin, S. F.、Chang, H. P.、Tuan, S. L.。Exploring Mechanism of Science Intern Teachers' Conflicts of Their Personal Practical Theory into Teaching Change during Their Internship。  new window
4.Lin, S. F.、Chang, H. P.、Tuan, S. L.。Be Yourself or Follow Your Mentor: Improve Mentees' Teaching Change by Implementing Their Personal Practice Theories。  new window
5.Mehaffy, F. B.。Be Yourself or Follow Your Mentor: Improve Mentees' Teaching Change by Implementing Their Personal Practice Theories。  new window
研究報告
1.張惠博。初任科學教師認知與專業的成長。臺北市。  延伸查詢new window
學位論文
1.林淑梤(2006)。夥伴關係實習輔導模式中實習教師個人實務理論與課室教學改變之研究(博士論文)。國立彰化師範大學，彰化。new window  延伸查詢new window
2.孔令泰。中等學校實習教師教育實習輔導策略之研究。  延伸查詢new window
3.陳金婷。從幼稚園實習教師的視角探討與實習輔導教師關係之個案研究。  延伸查詢new window
圖書
1.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
2.Taylor, C.(1989)。Sources of the self: The making of the modern identity。Cambridge：Harvard University Press。  new window
3.Furlong, J.、Maynard, T.(1995)。Mentoring Student Teachers: The growth of professional knowledge。London, England：Routledge。  new window
4.Tomilinson, P.(1995)。Understanding mentoring: reflective strategies for school-based teacher preparation。Buckingham：Open University Press。  new window
5.Huberman, A. M.、Miles, M. B.(1984)。Innovation Up Close: How School Improvement Works。New York：Plenum。  new window
6.陳伯璋(1989)。教育研究方法的新取向--質的研究方法。臺北：南宏出版社。  延伸查詢new window
7.Clandinin, D. J.(1986)。Classroom practice: Teacher images in action。Falmer Press。  new window
8.Heron, J.(1996)。Co-operative Inquiry: Research into the Human Condition。Sage。  new window
9.蔡清田(2000)。教育行動研究。五南圖書出版股份有限公司。  延伸查詢new window
10.陳美玉(1999)。教師專業學習與發展。臺北市：師大書苑。  延伸查詢new window
11.王秋絨。批判教育論在我國教育實習制度規劃上之意義。批判教育論在我國教育實習制度規劃上之意義。臺北市。  延伸查詢new window
12.Patton, M. Q.。質的評鑑與研究。質的評鑑與研究。臺北縣。  延伸查詢new window
13.Tobin, K.。運用共同產生對話於創造社會與文化適應的課室以及分配教與學的責任。科學教師之路－由實習輔導到專業成長。臺北市。  延伸查詢new window
14.陳嘉彌。師徒制教育實習之理論與實踐。師徒制教育實習之理論與實踐。臺北市。new window  延伸查詢new window
15.Braufaldi, J. P.、Reihartz, J.。The Dynamics of Collaboration in a State-wide Partnership Mentoring Model for Science Teachers。Models of Science Teacher Preperation。Netherlands。  new window
16.Transformative Learning in Action。Transformative Learning in Action。San Francisco, CA。  new window
17.Dadds, M.。Passionate Enquiry and School Development: A Story about Teacher Action Research。Passionate Enquiry and School Development: A Story about Teacher Action Research。London, UK。  new window
18.Danielwicz, J.。Teaching Selves: Pedagogy and Teacher Education。Teaching Selves: Pedagogy and Teacher Education。Albany。  new window
19.Erickson, F.。Qualitative Research Methods for Science Education。International Handbook of Science Education。The Netherlands。  new window
20.Fetters, M. K.、Vellom, P.。Linking Schools and Universities in Partnership for Science Teacher Preparation。Models of Science Teacher Preparation。The Netherlands。  new window
21.Hoban, G. F.。Teacher Learning for Educational Change: A Systems Approach。Teacher Learning for Educational Change: A Systems Approach。Philadelphia。  new window
22.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gerkzog, W. A.。Issues in the Creation and Implementation of a Professional Development School。Issues in the Creation and Implementation of a Professional Development School。San Antonio, TX。  new window
23.Richardson, V.、Placier, P.。Teacher Learning: Implications of New Views of Cognition。Handbook of Research on Teaching。Washington, DC。  new window
圖書論文
1.Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teachers of substance: Subject matter knowledge for teaching。Knowledge base for the beginning teacher。Pergamon Press。  new window
 
 
 
 
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