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題名：對不確定的容忍：高中化學實習教師的專業成長
書刊名：科學教育學刊
作者：吳淑芬／詹耀宗
作者(外文)：Wu, Shu-fen／Chan, Yao-tsung
出版日期：2008
卷期：16:5
頁次：頁477-493
主題關鍵詞：教育實習；輔導教師；實習教師；教師專業成長；Educational practicum；Mentor teacher；Student teacher；Professional development of science teacher
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:104
  • 點閱點閱:59
本研究探討實習教師在實習過程中的專業成長情形及影響因素。研究問題為：一、 個案輔導教師如何引導個案實習教師進行教育實習？二、個案實習教師有何專業成長？ 三、哪些因素影響個案實習教師的專業成長？本研究採用個案研究法，觀察晤談實習教 師及輔導教師的教學並收集相關資料，以紮根理論的過程進行探討分析。研究發現：一、 個案輔導教師對於個案實習教師在專業發展上的不確定情形採取包容的態度，針對實 習教師的教學採取明確的指導策略，輔導實習教師在不確定的變化中達成教師專業成 長。二、個案實習教師的教學狀態從開始時的生疏、混亂與缺乏信心，進展到流暢有 自信。三、個案實習教師專業成長的主要因素在於其自身的特質與輔導教師的輔導風 格交互作用的結果。他的學習特質包括積極的學習態度、自我反省與具體行動能力； 而輔導教師的輔導風格包括包容的態度與教學經驗所累積的教學引導方式。
This study aimed to investigate the professional development of a student teacher and the possible factors that influence it during the teaching practicum. The research questions were as following: a) How did the mentor teacher guide the student teacher during his educational practicum? b) How did the student teacher develop professionally? c) What factors influenced the student teacher’s professional development? This study applied a case study method involving classroom observations and interviews with the student teacher after his own teaching. These data were all analyzed using a grounded theory approach. The results revealed that a) the mentor teacher tolerated the ambiguity of the student teacher’s professional development, and gave specific guidance about the student teacher’s teaching. Experiencing the process of ambiguity, as a result, the student teacher had developed his professional skills gradually. b) In the beginning, the student teacher lacked confidence and exhibited teaching that was unfamiliar, and disorganized. However, he gradually became full of confidence and could teach smoothly. c) The main factor that influenced the student teacher’s professional development was the interaction between the student teacher’s personality and his mentor teacher’s mentoring style. This factor involved the quality of interaction between the student teacher’s motivation for active learning, the ability to be reflective and in act upon the mentor teacher’s tolerant attitude and the hands-on guidance for his teaching experiences.
期刊論文
1.Bullough, R. V., Jr.、Draper, R. J.(2004)。Making sense of a failed triad: Mentors, university supervisors, and positioning theory。Journal of Teacher Education，55(5)，407-420。  new window
2.高強華(1994)。教師信念研究及其在學校教育革新上之意義。國立臺灣師範大學教育研究所集刊，34，85-114。  延伸查詢new window
3.郭秋勳(199705)。教育實習目標、功能探索與啟示。教育研究資訊，5(3)，29-46。new window  延伸查詢new window
4.Doyle, W.(1983)。Academic work。Review of Educational Research，53(2)，159-200。  new window
5.謝寶梅(19930600)。師範學院學生教育實習問題與改進之探討。臺中師院學報，7，157-184。new window  延伸查詢new window
6.江文雄、徐昊杲(19940700)。我國師範大學教育實習制度之研究。教育研究資訊，2(4)，16-36。new window  延伸查詢new window
7.Wang, J.、Odell, S. J.(2002)。Mentored learning to teach according to standards-based reform: A critical review。Review of Educational Research，72(3)，481-546。  new window
8.洪志成(19980700)。從實習教師眼中看新制輔導教師的專業支持。教育研究資訊，6(4)，100-121。new window  延伸查詢new window
9.簡茂發(19840600)。高級中學學生家庭社經背景、教師期望與學業成就之關係。國立臺灣師範大學教育研究所集刊，26，1-97。  延伸查詢new window
10.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
11.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
12.符碧真(19970900)。美國專業發展學校對我國新制師資培育制度之啟示。教育研究資訊，5(5)，31-44。new window  延伸查詢new window
13.游淑燕(1993)。專家與生手老師教學表現比較研究及其對師範教育課程與教學的啟示。嘉義師院學報，7，207-245。  延伸查詢new window
14.Blank, M. A.、Heathington, B. S.(1987)。The Supervision Process: A Consistent to Help Student Teachers Improve。Journal of Classroom Interaction，22(4)，2-14。  new window
15.Procter, S.、Clarke, C. L.(1999)。Practice Development: Ambiguity in Research and Practice。Journal of Advanced Nursing，30(4)，975-983。  new window
16.Friebus, R.(1977)。Agents of Socialization Involved in Student Teaching。Journal of Educational Research，70(5)，263-268。  new window
17.Dana, T. M.、Campbell, L. M.、Lunetta, V. N.(1997)。Theoretical Bases for Reform of Science Teacher Education。The Elementary School Journal，97(4)，421-432。  new window
會議論文
1.Huling-Austin, L.、Murphy, S. C.(1987)。Assessing the impact of teacher induction programs: Implications for program development。The Annual Meeting of the American Educational Research Association。Washington, DC。  new window
2.Hromyk, W.、Lang, H. R.(1989)。Professional Development: Preservice to Inservice。0。  new window
3.Diane, B.、Dorothy, G.(1996)。Chemistry Teachers as Researchers: Collaborative Inquiry for Enchanting Teaching and Adding to the Knowledge Base。0。  new window
研究報告
1.American Association of Colleges for Teacher Education(1983)。Educating a Profession: Extended Programs for Teacher Education。Washington, DC。  new window
學位論文
1.吳淑芬(1997)。為了教而學：一個學生教師的教學及改變的個案研究，0。  延伸查詢new window
2.陳雪瑜(1996)。教師改變與自我評量，0。  延伸查詢new window
3.湯維玲(1990)。我國中學師資培育專業教育課程之研究，0。  延伸查詢new window
圖書
1.單文經(1999)。課程與教學研究。臺北：師大書苑。  延伸查詢new window
2.楊深坑、歐用生、王秋絨、湯維玲(1994)。各國實習教師制度比較。臺北：師大書苑。  延伸查詢new window
3.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
4.高強華(19960000)。師資培育問題研究。臺北：師大書苑。new window  延伸查詢new window
5.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
6.Treagust, D. F.(1989)。Teachers' Use of Analogies to Enhance Students' Conceptual Understanding in Science。Teachers' Use of Analogies to Enhance Students' Conceptual Understanding in Science。Australia。  new window
7.Driver, R.(1988)。Theory into Practice II。Development and Dilemmas in Science Education。London, UK。  new window
8.Snow, R. E.、Cronbach, L. J.(1977)。Aptitude and Instructional Method。Aptitude and Instructional Method。New York, NY。  new window
9.Shulman, J. H.(2006)。Mentoring Teachers toward Excellence。Mentoring Teachers toward Excellence。San Francisco, CA。  new window
10.Parker, M. B.、Feiman-Nemser, S.(1992)。A Comparison of Two U. S. Programs for Beginning Teachers。A Comparison of Two U. S. Programs for Beginning Teachers。East Lansing, MI。  new window
11.Griffin, G. A.(1982)。Induction: An overview. In Beginning Teacher Induction: Five Dilemmas。Induction: An overview. In Beginning Teacher Induction: Five Dilemmas。New York, NY。  new window
12.Justin、Martin(1995)。Learning to Teach Science: Activities for Student Teachers and Mentors。Learning to Teach Science: Activities for Student Teachers and Mentors。London, UK。  new window
13.Hoban, G. F.(2005)。Develop a Multi-linked Conceptual Framework for Teacher Education Design。The Missing Links in Teacher Education Design。Dordrecht, Netherlands。  new window
14.Hoban, G. F.(2005)。Using a Multi-linked Conceptual Framework to Promote Quality Learning in a Teacher Education Program。The Missing Links in Teacher Education Design。Dordrecht, Netherlands。  new window
其他
1.National Board for Professional Teaching Standards(2000)。Early Adolescence/Science Overview，0。  new window
圖書論文
1.Schwab, J. J.(1962)。The Teaching of Science as Enquiry。The teaching of science: The teaching of science as enquiry。Cambridge, MA：Harvard University Press。  new window
 
 
 
 
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