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題名:學校本位實習輔導方案之行動研究
作者:高忠增
作者(外文):Jung-Tzeng Gao
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:陳密桃
方德隆
學位類別:博士
出版日期:2006
主題關鍵詞:學校本位實習輔導協同行動研究school-basedmentoringcollaborative action research
原始連結:連回原系統網址new window
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本研究旨在透過協同行動研究,發展行動計畫方案,藉以改善學校本位實習輔導方案的現況,同時希冀能促進研究者本身、實習輔導教師以及實習學生等三者的專業成長。本研究由我分別邀集五位擔任實習輔導教師的經驗教師、五位實習(教師)學生,共同參與。在整學期的研究過程中,分別與實習輔導教師每週召開實習輔導會議,與實習學生雙週召開實習學生成長會議,共同發展行動策略,並透過觀察、訪談、反省週誌等方式資料蒐集,進而做整理與分析。
依據本研究的問題與目的,所獲得的結論如下:
一、 發展學校本位實習輔導方案乃是基於體認到學校在實習輔導的推動工作上仍有成長的空間。
二、 在推動學校本位實習輔導方案上,學校行政單位扮演規劃者、支持者的角色;實習輔導教師則是協助者的角色。
三、 在學校本位實習輔導方案中,各實習輔導階段發展均有需要發展的任務,同時包括在行政與實習輔導教師兩方面。
四、 從經驗教師到經驗實習輔導教師是需要學習的,透過實習輔導教師會議,對彼此輔導技能的提升有正面幫助。
五、 實習學生的專業成長內涵係以實務經驗為主,涵蓋教學、班級經營、行政以及研習活動等四部份。
六、 輔導實習學生專業成長的策略運用包括「觀摩」、「試教」、「反省週誌」、「經驗分享」、「成長團體」、「做中學」等方式。
七、 學校本位實習輔導方案發展模式,可分為四種關係發展、四種階段任務發展、以及多元模式與策略發展。
(一) 四種關係發展:學校與師資培育機構發展夥伴關係;學校實習輔導行政單位與實習輔導教師間發展支持性關係;實習輔導教師與實習學生發展師徒關係;實習學生與實習學校的所有人員發展人際網絡關係。
(二) 四個歷程發展:根據半年的實習時間,將整個實習輔導歷程分為準備、初期、中期、以及後期等四個階段,每個階段均有要發展的任務。
(三) 多種模式與策略發展:實習輔導模式的運用上,可以區分為學徒模式、能力模式、以及反省性實務模式。在輔導策略上充分運用反省性輔導策略、挑戰性輔導策略、兩難案例輔導策略、教學示範輔導策略、重大事件技術輔導策略、催化事件輔導策略、與體驗學習輔導策略等七種實習輔導策略。
關鍵字:學校本位、實習輔導、協同行動研究
The main purpose of this study is to improve the school-based mentoring program as well as to facilitate the professional development of mentor, student teacher and researcher by using the collaborative action research to develop action strategies.
In addition to researcher, this collaborative action research design involves 5 mentor teachers, 5 student teachers. During the process of this study, mentor’s meetings are held each week and student teachers’ meetings are held biweekly. Both are meant to develop action strategies for the whole semester. The method of collecting data is through interviews, classroom observations, and reflective journals.
The findings of this study are as follows:
1. Developing a school-based mentoring program is based on the realization that original school mentoring program still has room to improve.
2. In the developmental process of school-based mentoring program, the school administrative staffs are planners as well as supporters while the mentors are facilitators.
3. There are four stages in mentoring process, every stage has its important development missions.
4. It takes learning and effort to make an experienced teacher turn into an experienced mentor teacher; mentor’s dialogue could be helpful for developing their mentoring skills.
5. The student teachers’ main profession development is their practical experience, inclusive of teaching, classroom management, school affairs, and workshop.
6. To facilitate student teachers’ profession development from teaching observation and teaching demonstration, keep a weekly journal, experiences sharing, workshop, and learning by doing, etc.
7. A school-based mentoring program includes four relationships, four stages in mentoring process, multiple models and strategies.
(1) There is a partnership between school and high education institute (HEI); a supportive relationship between school administrative staffs in charge of mentoring and mentors; an apprenticeship between mentors and student teachers; and an interpersonal relationship between student teachers and all teachers in school.
(2) There are four stages in mentoring process. StageⅠ is pre-mentoring, StageⅡ is the beginning of mentoring, StageⅢ is mid-mentoring and StageⅣ is post-mentoring.
(3) There are multiple models and strategies in the mentoring process. They are apprenticeship model, competence-based model and reflective model respectively; the strategies include reflective, challenges, dilemma, demonstration lessons, critical incident techniques and catalyst event strategies.
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