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題名：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
作者：林淑梤 引用關係
校院名稱：國立彰化師範大學
系所名稱：科學教育研究所
指導教授：張惠博
段曉林
學位類別：博士
出版日期：2006
主題關鍵詞：夥伴關係的實習輔導模式；個人實務理論；協同行動研究；實習輔導
原始連結：連回原系統網址new window
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本研究旨在探討形成科學實習教師既有的個人實務理論成因，以及個人實務理論對課室教學的影響。經由夥伴關係實習輔導模式（簡稱夥伴輔導模式）如何促進實習教師個人實務理論和課室教學的改變，以及了解夥伴輔導模式中促使實習教師教學改變的重要因素。因此，採用多元研究方法，以質為主量為輔的方式收集資料。利用課室觀察、深入訪談和錄影帶分析法了解兩位理化實習教師課室教學與個人實務理論的轉變，並由實習輔導教師和學生填寫數種問卷和訪談資料，作為了解實習教師教學改變的輔證。最後，利用訪談實習教師參與夥伴輔導模式的感受，作為評量此模式中各種策略對實習教師教學改變的成效。研究發現：一、個案實習教師過去的科學學習經驗為型塑他們既有個人實務理論的主因。實習教師的課室教學會仿效學習經驗中專業認同的科學教師。所認同的教師不僅可協助他們成功學好科學，也與他們的個人特質相契合。同時，過去科學學習的需求也是他們課室教學的重心。然而，實習教師過去科學學習中所欠缺的經驗往往成為其目前的教學困難。因此，實習教師的個人實務理論將直接反映於其課室教學上。二、實習教師個人實務理論和課室教學改變受到三種張力所影響：（一）實習教師的自我感，（二）實習情境的影響，（三）專業成長的資源。這三個張力影響著實習教師個人實務理論的落實，同時也影響他們進行教學改變的動力與成效。其中，實習教師對試教班級學生學習的了解，以及實習輔導教師能否充分授權給予實習教師落實個人實務理論的機會，也影響著實習教師教學改變的成效。另外，學生的心聲、實習教師對個人實務理論的反思、試驗新活動的成功經驗、以及實習輔導教師的指導等，均有利於促進實習教師的教學轉變。三、夥伴輔導模式中的小組討論、協同行動研究和課室觀察是最有助於實習教師專業成長的活動。其中，以小組討論對觀點的批判與論辯最有助於實習教師覺察到個人實務理論與課室教學的關連性，激發其產生反思與改變。整體而言，實習教師認為學生的心聲、觀點的批判與論辯，以及以實習教師為中心的輔導方式是促使他們個人實務理論轉變最有效的方式。而協助實習教師解決教學困難，提供他們情緒上的支持是促進實習教師課室教學改變最有效的方式。其次才是提供各種教學知能，以增進教師課室教學的內涵。夥伴輔導模式所建立的支持網絡有助於實習教師依個別差異建構自己的教師學習。此外，建議師資培育者可藉由協助實習教師建立個人實務理論以了解其與課室教學的相關性，並透過協同行動研究的實施，促使實習教師反思與改變。而實習輔導教師應與實習教師有更多共同對話的機會，減低彼此因不一致的個人實務理論造成的衝突，並了解實習教師的教學困擾，提供適切的輔導方式。
The purpose of this study was to investigate the formation factors of intern teachers’ personal practical theories (PPTs) and the influence of their PPTs to teaching practice. In addition to investigate changes of intern teachers’ PPTs and teaching practice in partnership mentoring model, and the main factors to improve intern teachers change. Drawing on a variety of qualitative and quantitative research methods to collect data. I used classroom observation, deep interview and video tape analysis to study two intern teachers’ teaching thought and action. I also videotaped lessons and group discussion, interviewed intern teachers, their mentors and students. Two questionnaires were conducted in response to the effect of intern teachers’ action research. It was found that intern teachers’ existent PPTs were formed by their past science learning experience. Intern teachers would model those teachers whom they identified, because those teachers afforded them successful science experience. Besides, their past learning need would become major part in their teaching practice. Therefore, intern teachers’ PPTs directly reflected on their teaching practice. Secondly, changes of intern teachers’ PPTs and teaching practice were affected by three tensions: intern teachers’self-feeling, intern situation (the mentor and students), and resource for their professional development. These three tensions conflicted intern teachers’ PPTs, and influenced their action and effect of change. Besides, students’ voice, intern teachers’ reflection, successful experiences of new teaching activities, and mentors’ advice can improve them to change teaching practice. Thirdly, group discussion, collaborative action research, and classroom observation were more helpful for intern teachers’ professional development. Especially argumentation and criticism on various teaching perspectives in group discussion can stimulate intern teachers’ awareness of the relationship between their PPTs and teaching practice. In general, students’ voice, argumentation on perspectives, and intern teacher-centered mentoring were effective strategies to make them change on PPTs. Listening to intern teachers’ teaching ideas and assisting them to solve teaching difficulties can afford them emotional support. Emotional support was the main need to improve them change on teaching practice. Teaching knowledge and strategies were their second need. Support network in partnership mentoring model can afford various intern teachers to construct their own teacher learning . Based on the results of this study, it was suggested that assisting intern teachers to build their PPTs for understanding the relationship between their PPTs and teaching practice, and conducting collaborative action research can improve intern teachers reflection and change. Mentors and intern teachers should have co-generative dialogue to understand intern teachers’ difficulties and to decrease the conflicts among their incoherent PPTs for suitable mentoring.
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