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題名:臨床視導對國小實習教師教學效能影響之研究
作者:丁一顧 引用關係
作者(外文):YiKu, Ting
校院名稱:臺北市立師範學院
系所名稱:國民教育研究所
指導教授:張德銳
學位類別:博士
出版日期:2004
主題關鍵詞:臨床視導教學效能實習教師實習輔導教師clinical supervisionteaching effectivenessstudent teachermentor teacher
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臨床視導對國小實習教師教學效能影響之研究
摘要
本研究旨在探討臨床視導的實施對實習教師教學效能的效果。因此,本研究首在闡述臨床視導與有效教學相關理論;其次,則分析臨床視導的實施,其對實習教師教學效能-教學觀察、教師自評、及學生教學反應教學效能的影響。
本研究主要採文獻探討、不相等控制組實驗設計、半結構式訪談。不相等控制組實驗設計,研究對象為30位國小實習教師,實驗組與控制組各15人,其中,實驗組接受七個月臨床視導的指導,控制組則否。研究工具為教學行為自我檢視表、教學行為綜合觀察表、與輔助性學生報告表,資料分析方法則採單因子共變數分析。而半結構訪談,則依性別分層隨機各抽取5位實習教師與5位實習輔導教師進行訪談,俾進一步深入了解臨床視導的歷程及其對實習教師專業發展的影響情形。
根據實驗研究與半結構式訪談,本研究獲得如下主要研究結果:
一、臨床視導實施後,實驗組實習教師在5項教學領域與17項教學行為上,大多具有不錯的教學效能。而多數實習教師對自我教學效能的評分,大多具有肯定的態度。實習教師班級學生對其教師教學效能,都有不錯的評價。
二、經過七個月臨床視導的實施,實驗組在「教學清晰」、「班級經營」、「掌握目標」等領域的「教學觀察」教學效能,比控制組有顯著進步。
三、經過七個月臨床視導的實施,實驗組在「掌握所授教材的概念」、「清楚地教導概念及技能形成完整的知識架構」、「引起並維持學生學習動機」、「運用多元的教學方法及學習活動」、「使用各種教學媒體」、「適當地運用身體語言」、「營造和諧愉快的班級氣氛」、「妥善布置教學情境」、「充分地完成教學準備」、「有效掌握教學時間」、「評量學生表現並提供回饋與指導」、「達成預期學習效果」等12個教學行為「教學觀察」教學效能上,比控制組有顯著進步。
四、經過七個月臨床視導實施,實驗組與控制組在教學領域與教學行為「教師自評」上之教學效能,並沒有顯著差異。
五、經過七個月臨床視導實施,實驗組在「教學清晰」領域,以及在「掌握所授教材的概念」和「善於各種發問技巧」教學行為「學生教學反應」教學效能上,比控制組有顯著進步。
最後,根據文獻探究與研究結論,提出相關建議,俾供教育行政機關、師資培育機構、國民小學、實習輔導教師、實習教師、以及未來研究之參考。
關鍵詞:臨床視導、教學效能、實習教師、實習輔導教師
The Impact of Clinical Supervision on Teaching Effectiveness for Student Teachers in Elementary Schools
YiKu, Ting
Abstract
The purposes of this study are as below: first, to review the related knowledge base of clinical supervision and effective teaching, and second, to examine whether clinical supervision impacts teaching effectiveness of the student teachers.
A multiple research design was employed in this study. Literature review was used to collect theoretical data. An experiment design was used to verify if there was a different impact on teaching effectiveness for student teachers between clinical supervision and traditional supervision. The population consisted of 30 student teachers, 15 in the treatment group and 15 in the comparison group. Results were analyzed by using the statistic of ANCOVA. In addition, a semi-structured interview was applied to collect the perceptions of the student teachers and the mentor teachers about the process and influence of clinical supervision on their instructional development.
The main findings of this study were as follows: (1)The student teachers’ teaching effectiveness was moderately high. (2) There were some significant differences between the groups in classroom observation of the teacher’s effectiveness about instructional domains and behaviors. (3) No significant differences were made between the groups in teacher self-appraisal of the teacher’s effectiveness about instructional domains and behaviors. (4) There were some significant differences between the groups in student-ratings of the teacher’s effectiveness about instructional domains and behaviors. The data from semi-structure interview was analyzed with reference to six dimensions for the process and influence of clinical supervision.
According to the research findings, this author proposes several suggestions for educational administration agencies, teacher education institutes, elementary schools, mentor teachers, student teachers, and further study respectively.
Keywords:clinical supervision; teaching effectiveness; student teacher;
mentor teacher
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