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題名：師徒式專業成長研究--師徒式教育實習可以促使教師專業成長嗎﹖
書刊名：教育學刊
作者：陳嘉彌 引用關係
作者(外文)：Chen, Jia-mi
出版日期：2002
卷期：18
頁次：頁135-161
主題關鍵詞：師徒式專業成長；師徒式學習；師徒制；專業成長；Mentoring professional growth；Mentoring；Apprenticeship；Professional growth
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(8) 博士論文(2) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:128
  • 點閱點閱:68
教育改革過程中，無論涉及整個環境的教育體制改變，或學校組織與效能的改善，其決定是否成功的主要關鍵者多歸諸於「教師」。因此，教師需要不斷地學習成長，其方式之一即利用「師徒式專業長（mentoring professional growth）」的構想與策略，它在「學校本位」與「去集權化」的概念下，透過師徒配對的互動學習方式，在自然狀態中促使師徒雙方改變，激勵出「自導性學習」的動機，進而達到某種程度的專業成長。 「師徒式專業成長」可以促使教師專業成長嗎？它必須在三個假設前提下才能回答這個問題： （1）它是一個社會化互動的學習型態，提供給有意願採用「師徒學習」方式的人，且彼此需要較長時間的浸潤及參與，才會感覺到對方的影響、改變與收穫。 （2）「師徒學習」是一種人際互動的經驗，這種經驗無論是正面或負面的刺激，參與者會透過自我反省與思考，逐漸建構、調整個人的思維與行為。 （3）改變無法以短時間的參與、片段的觀察、或任何形式的短暫訪談及調查，便能確定是否有改變的現象發生。它是一項長時間的動態歷程，需要個體深刻體驗、反省、確認及行為表現後，始能做出是否改變的結論。 基於上述假設，本文利用文獻分析、多個案研究法（multiple-case study）與問卷調查進行質化及量化研究。透過文獻、長時間對個案觀察訪談的質化資料、及量化實徵資料，呈現「師徒學習」方式是可以促使教師專業成長與改變的證據，同時提出序列性的可行策略，供有意採納「師徒式專業成長」者參考。
Teachers are the essential role who, decides whether the success or the failure of educational reform, and needs a continuous learning for professional growth. One of the strategies to promote teacher professional growth is to use the idea of Mentoring Professional Growth（MPG）. Might MPG promote teacher professional growth？To answer this question, it must be under the premise of three assumptions： 1. MPG is a social interaction learning which offers those who have the willingness of adopting mentoring and devote their time for a longer period to each other. 2. Mentoring is a kind of interpersonal experience which, will help participants reflective thinking, construct participants’ value and knowledge, and adjust participants’ performance. 3. MPG is a longer time of dynamic process in which participants must take commitment, reflection, confirmation, and performance, then changes will be gradually merged. Based upon the above assumptions, this paper was employed by literature reviews, a multiple-cases study, questionnaires to demonstrate both qualitative and quantitative information, which offer evidences to answer the question of “Might MPG promote teacher professional growth？” Additionally, this paper suggested a ordinal strategy that provides the reference to those who would like to adopt MPG in the future.
期刊論文
1.Dixon, F. A.、Willis, R.、Benedict, J.、Gossman, E.(2001)。Staff development: Old dogs can learn new tricks。The Teacher Educator，36(3)，219-232。  new window
2.陳嘉彌(20000600)。另類的教師成長：師徒式專業成長構念之探析。花蓮師院學報，10，27-45。new window  延伸查詢new window
3.陳嘉彌(19980900)。自情境教學探討師徒式教育實習。教育研究資訊，6(5)，21-41。new window  延伸查詢new window
4.Brown, J. S.、Collins, A.、Duguid, P.(1989)。Situated Cognitive and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
5.楊家興(19950800)。情境教學理論與超媒體學習環境。教學科技與媒體，22，40-48。new window  延伸查詢new window
6.Dilworth, M. E.、Iming, D. C.(1995)。Professional teacher development。The ERIC Review，3(3)，5-11。  new window
7.Yamamoto, K.(1988)。To see life grow: The meaning of mentorship。Theory Into Practice，27(3)，183-189。  new window
8.王麗雲、潘慧玲(20000100)。教師彰權益能的概念與實施策略。教育研究集刊，44，173-199。new window  延伸查詢new window
會議論文
1.張嘉育(1998)。認識學校本位課程發展。國民教育與行政學術研討會。台北：台灣省國民學校教師研習會編。  延伸查詢new window
2.陳嘉彌(1999)。教育革新中師徒式專業成長構念之探析。「教育改革、師資培育與教學科技：各國經驗」國際學術學術研討會。臺北。  延伸查詢new window
研究報告
1.蔡培村(1994)。國民小學教師生涯能力發展之研究。國立高雄師範大學教育研究所。  延伸查詢new window
圖書
1.李福登(1997)。勤樸集。高雄：國立高雄餐旅管理專科學校。  延伸查詢new window
2.Dixon, J.(1995)。Alternative approaches to staff development in adult literacy: Analysis of a study circles support group。Ann Arbor, MI：A Bell & Howell Company。  new window
3.王秋絨(1991)。批判教育論在我國教育實習制度規劃上的意義。台北：師大書苑。  延伸查詢new window
4.黃錦樟、葉建源(1999)。學校與改革。香港：香港教育圖書公司。  延伸查詢new window
5.陳伯璋(1995)。師範院校通識教育課程架構之研究。國立花蓮師範學院。  延伸查詢new window
6.Atkinson, T.、Claxton, G.(2000)。The intuitive practitioner。Philadelphia, PA：Open University Press。  new window
7.Brooks, V.、Sikes, P.(1997)。The good mentor guide: Initial teacher education in secondary schools。Philadelphia：Open University Press。  new window
8.Fletcher, S.(2000)。Mentoring in schools。London：Kogan Page。  new window
9.Knowles, H. S.(1975)。Self-directed learning。New York：Association Press。  new window
10.Levinson, D. J.(1978)。The seasons of a man's life。NY：Ballantine Books。  new window
11.Reinarz, A. G.、White, E. R.(2001)。Beyond teaching to mentoring。San Francisco：Jossey-Bass。  new window
12.Shea, G. F.(1999)。Making the most of being mentored。Menlo Park, CA：Crisp Publications, Inc.。  new window
13.Zey, M. G.(1991)。The mentor connection: Strategic alliances in corporate life。New Brunswick, NJ：Transaction Publishers。  new window
14.Wickman, F.、Sjodin, T.(1997)。Mentoring: The most obvious yet overlooked key to achieving more in life than you dreamed possible。New York：McGraw-Hill, Inc.。  new window
15.鄧運林(1995)。成人教學與自我導向學習。五南圖書出版股份有限公司。  延伸查詢new window
16.Schon, D. A.(1987)。Educating the reflective practitioner。Jossey-Bass。  new window
17.Furlong, J.、Maynard, T.(1995)。Mentoring student teachers。Routledge。  new window
18.Fisher, B.(1994)。Mentoring。London：Library Association Publishing Ltd.。  new window
19.饒見維(1996)。教師專業發展--理論與實務。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
20.Dewey, John(1938)。Experience and Education。New York, NY：Macmillan。  new window
21.Fullan, Michael、Hargreaves, Andy(1992)。What's worth fighting for in your School? Working together for improvement。Open University Press。  new window
22.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
單篇論文
1.Feiman-Nemser, S.(1996)。Teacher mentoring: A critical review(ED397060)。  new window
2.Weiss, E. M.，Weiss, S. G.(1999)。Beginning teacher induction(ED436487)。  new window
圖書論文
1.Feiman-Nemser, S.、Beasley, K.(1997)。Mentoring as assisted performance: A case of co-planning。Constructivist teacher education。Washington, DC：The Falmer Press。  new window
2.Bender, A. K.、Cunningham, D.、Duffy, T. M.、Perry, J. D.(1992)。Theory into practice: How to we link。Constructivism and technology of instruction: A conversation。Hillsdale, NJ：Lawrence Erbaum Associates。  new window
3.Cunningham, D.(1992)。Assessing constructions and constructing assessments: A dialogue。Constructivism and the technology of instruction: A conversation。Lawrence Erlbaum Associates。  new window
4.Enerson, D. M.(2001)。Mentoring as metaphor: An opportunity for innovation and renewal。Beyond teaching to Mentoring。San Francisco：Jossey-Bass。  new window
5.Furlong, J.(2000)。Intuition and the crisis in teacher professionalism。The intuitive practitioner。Philadelphia, PA：Open University Press。  new window
6.Hopkins, S.(1995)。Using the past: guiding the future。Emerging trends in teacher preparation。Thousand Oaks, CA：Corwin Press。  new window
7.Lazarus, E.(2000)。The role of intuition in mentoring and supporting beginning teachers。The intuitive practitioner。Philadelphia, PA：Open University Press。  new window
8.Perkins, D. N.(1992)。What constructivism demands of the learner。Constructivism and the technology of instruction: a conversation。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
9.O'Bryan, S.(1995)。Can every teacher be a successful mentor?。Making the difference for teachers: the field experience in actual practice。Thousand Oaks, CA：Corwin Press, Inc.。  new window
10.Merril, M. D.(1992)。Constructivism and instructional design。Constructivism and the technology of instruction: a conversation。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
11.Maynard, T.、Furlong, J.(1995)。Learning to teach and models of mentoring。Issues in Mentoring。London：Routledge。  new window
12.Tamir, P.(1990)。Teachers knowledge。The international encyclopedia of education。Oxford：Pergamon Press。  new window
13.Smith, D. C.、Neale, D. C.(1991)。The construction of subject-matter knowledge in primary science teaching。Teachers' knowledge of subject matter as it relates to their teaching practice。Greenwich Connecticut：JAI Press Inc.。  new window
14.Sparks, D.、Loucks-Horsley, S.(1990)。Models of staff development。Handbook of research on teacher education。New York：Macttilliams。  new window
 
 
 
 
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