Responsive image
博碩士論文 etd-0212103-120543 詳細資訊
Title page for etd-0212103-120543
論文名稱
Title
輔導歷程在教學實習課程之探究
An Exploratory Study of Mentoring Process in Teaching Practicum Courses
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
150
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2003-01-28
繳交日期
Date of Submission
2003-02-12
關鍵字
Keywords
輔導歷程、職前教師、教學實習
mentoring process, teaching practicum courses, pre-service teacher
統計
Statistics
本論文已被瀏覽 5667 次,被下載 0
The thesis/dissertation has been browsed 5667 times, has been downloaded 0 times.
中文摘要
本研究以修習中山大學教育學程教學實習課程之職前教師為研究對象,旨在探討十五位國文科職前教師參與實習輔導方案的輔導歷程,以了解輔導方案對職前教師在整合理論與實務間的作用。本研究規劃職前教師教學實習輔導方案,以鷹架輔助、反思實做、同儕教練的理念為基石,設計一系列輔導、示範、實做、反思與同儕回饋等課程活動之輔導歷程,剖析透過輔導方案不同階段的課程內容的鷹架輔助是否有助於強化學員對教學知能的省思批判。本輔導方案規劃「認識與澄清」、「捕捉與建構」及「實做與反思」等三階段,內容涵蓋學員個人教學信念的認識與澄清、訪談資深與實習教師、觀摩示範教學、設計教案、微試教以及實際試教等活動,修課同學亦須配合每週授課內容於網路環境的討論版進行主題討論。
本研究採質化方法,輔以量化統計,以文件分析與問卷調查方式蒐集與分析輔導方案課程的相關作業(訪談教師內容、教學單元教案設計、教學實習計畫書、輔導教師示範教學觀摩分析、教學者自我回饋與同儕觀課回饋等)與期末「教學實習課程」問卷調查。
研究結果顯示:(1)職前教師對於本輔導方案的整體課程活動持相當肯定的評價;(2)職前教師從輔導方案課程中認識與澄清個人教學理念,甚而重構個人教學理念;(3)輔導方案有助於建立職前教師現實教學情境的基模;(4)輔導方案有助深化職前教師教學觀察省思及運用理論之能力;(5)職前教師透過輔導方案的課程活動重構教學想法、覺察教學問題並調整教學行為;(6)輔導方案在促使職前教師結合理論與實務之活動廣度足,然而活動內容的深度不足。本研究建 議:輔導方案實施前應評估職前教師的教學基模、提供建立教學情境基模的多元管道、深化輔導方案於各階段課程活動的引導與輔助學習之功能、增加教學實習的深度與廣度。綜言之,本教學實習輔導方案確實有助職前教師建構情境知識、培養教學觀察省思能力、運用理論知識於實際教學,以及實做與省思教學歷程,可做為師資培育機構往後實施教學實習課程之參考。

Abstract
The major purpose of this study is to explore the pre-service teacher in teaching practicum courses of preservice mentoring process. This study investigated a mentoring program to fifteen Chinese course pre-service training teachers at National Sun Yat-Sen University. It was based on scaffolding, reflective practice, and peer coaching that included series of the mentoring, modeling, practicing, reflecting and discussing activities. We analyzed whether the scaffolding strategies of this program in different stages was helpful to increase pre-service teachers’ reflective and critical abilities of teaching. The program included of many activities in the「realization and clarification」,「catching and reconstruction」 and 「practice and reflection」stages, such as realizing and clarifying personal principles of teaching, experienced and intern teachers’ interviews, the experienced teachers’ teaching demonstration, developing the lesson plans, micro-teaching and teaching practices . Moreover, the issues about courses were also discussed on the internet.
Document analysis and surveys were used to investigate the mentoring process, including pre-service teachers’ works, discussion, and studying surveys. This study showed that all pre-service teachers affirmed that the mentoring program was helpful for them to realize, clarify, and even to reconstruct their principles of teaching. Besides, they also realized the current situations in the school. The findings also revealed that the pre-service teachers reconstructed their thinking of teaching, perceived the questions of teaching and changed their behavior of teaching by discussion, feedback, and resources sharing. Although the pre-service teachers perceived this program as helpful, this program was lack of scope and profundity in combining the theory and practice of teaching. This study suggested that more strategies promoted the pre-service teachers’ reflective practice, such as estimating the pre-service teachers’ teaching scheme, organizing a group of mentors and effective scaffolding. The study concluded with some recommendations for the teaching practicum courses of teacher’s education and teaching practical training system.

目次 Table of Contents
目 次
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 5
第三節 名詞界定 5
第二章 文獻探討 7
第一節 輔導概念與取向 7
第二節 輔導相關理論 15
第三節 國內外職前教學實習課程內容 28
第三章 研究方法與歷程 32
第一節 研究構思 32
第二節 研究設計 34
第三節 研究對象與研究情境 37
第四節 研究工具 49
第五節 資料分析與檢核 52
第六節 研究者角色 54
第四章 課程方案實施結果與討論 56
第一節 「認識與澄清」階段 56
第二節 「捕捉與建構」階段 62
第三節 「實做與反思」階段 79
第五章 學員對課程方案之實施觀感 103
第一節 學員個人表現部份 103
第二節 整體方案部份 110
第六章 討論、結論與建議 119
第一節 研究討論 119
第二節 研究結論 124
第三節 建議 128
第四節 研究限制 133
參考書目 134
壹、中文部份 134
貳、英文部分 137
附錄一 我適合擔任教職嗎? 141
附錄二 教學實習計畫 142
附錄三 個人教學檔案 143
附錄四 訪談教師內容大綱 144
附錄五 輔導教師示範教學觀摩分析表 146
附錄六 同儕/輔導教師觀課回饋單 148
附錄七 教學自我回饋單 150

參考文獻 References
壹、中文部份
尹玫君(民90)。人際關係:新手教師的和諧人脈。輯於學為良師—在教育實習中成長。台北:師大書苑。
王秋絨(民80)。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。
王秋絨(民81)。中英教育實習制度之比較分析。載於中華民國比較教育學會。中華民國師範教育學會主編:國際比較師範教育學術研討會論文集(下)。
王秋絨(民86)。我國國中師資培育學程之建構。台北:師大書苑。
李素卿譯(民88)。當代教育心理學。台北:五南。
李奉儒(民87)。英國實習輔導教師之輔導模式、策略與評鑑。輯於花蓮師範學院主辦:特約實習學校的實習輔導理論與實務學術研討會論文集, 271-250。
李春芳(民82)。中學師資培育教學實習課程實施狀況之研究。輯於教育研究資訊雙月刊,1(2), 1-13。
李成康、江武雄和段曉林(1992。試教對化學教師職前教育的影響。國科會
專題研究計劃成果報告。NSC 80-0111-S-018-07。
李成康、江武雄和段曉林(1994)。試教對化學教師職前教育的影響(Ⅱ)。國
科會專題研究計劃成果報告。NSC 82-0111-S-018-010。
吳芝儀、李奉儒譯(M. Q. Patton原著)(民84)。質的研究與評鑑。台北:桂冠。
林奇賢(民87)。網路學習環境的設計與應用。資訊與教育,67期,34 -49。
林懿德(民90)。國小實習輔導教師輔導策略與實習教師專業發展之研究。國立台北師範學院國民教育所碩士論文,未出版。
周鳳美(民90)。教育改革下之師資培育教學改革:挑戰與導正師培學生教學信
念。論文發表於知識經濟與教育發展學術研討會,2001.12.14-17.台北:師大。
高熏芳(民87)。變革社會中教師專業發展的時代意義。教學科技與媒體,40,頁1-2。
高熏芳、林盈助、王向葵譯(Joseph A. Maxwell原著)(民90)。質化研究設計。台北:心理出版社。
高熏芳(民91)。教學案例的發展與應用策略。台北:高等教育。
陳美玉(民88)。教師專業學習與發展。台北:師大書苑。
陳彥玲(民88)。幼稚園實習教師任教意願與任教承諾之探討。台灣師範大學家政教育研究所碩士論文,未出版。
陳嘉彌(民88)。師徒式教育實習理念與實務之探析。教育研究資訊,7(6), 144-169。
陳碧祥(民90)。理想與現實的調適---教學成長三部曲。輯於學為良師—在教育實習中成長。台北:師大書苑。
陳麗華(民80)。評析俄亥俄州立大學的反省性教學方案。輯於中華民國師範教育 學會主編"師範教育證策與問題"。台北:師大書苑。
陳昭曄(民89)。國民中學實習教師思考之研究-師範大學與教育學程畢業生之比較。國立高雄師範大學教育學系碩士論文。(未出版)
教育部(民83)。師資培育法及相關法規選輯。
郭秋勳(民83)。中等教育師資培育機構教育實習制度及發展模式。教育研究資訊,2(4), 37-53。
張芬芬(民73)。師大結業生分發實習前後教學態度與任教意願之比較研究。國立台灣師範大學教育研究所碩士論文。
張芬芬(民90)。教學生活:新手老師的成長之路。輯於學為良師—在教育實習中成長。台北:師大書苑。
張美玉(民85)。反省思考的教學模式在教育實習課程的應用。教育研究資訊,4(6), 88-107。
張凌倩(民88)。資訊實習教師學科知識輔導之研究。國立台灣師範大學資訊教育研究所碩士論文,未出版。
張啟中(民87)。網路環境中實習教師反思能力成長策略研究。國立台灣師範大學資訊教育研究所碩士論文,未出版。
許志逸(民89)。微試教與教學觀摩活動對物理職前教師教學觀念之影響。國立彰化師範大學科學教育研究所碩士論文。
莊佳燕(民91)。職前教師駐校教學實習指導模式之研究。國立臺灣師範大學生
物學系碩士論文,未出版。
郭玉霞(1996)。準教師思考之個案研究。國科會專題研究計劃成果報告。
NSC84-2411-H-142-004。
國立台灣師範大學中等教育輔導委員會(民85)。如何進行國文教學。
國立台灣師範大學中等教育輔導委員會(民85)。國文教學面面觀。
單文經 (民87)。美國中小學師資養成教育的課程,輯於美國教育研究---師資培育及課程與教學。台北:師大書苑。

湯維玲(民79)。我國中學師資培育專業教育課程之研究。師大教育研究所碩士論文。
黃政傑等(民80)。中學師資培育教學實習課程實施狀況之研究。國立台灣師大教育研究所研究報告。
楊深坑(民88)知識形式與比較教育。台北:揚智。
溫明麗(民89)。二十一世紀師資培育的品質考驗---以英國為例。輯於新世紀的教育挑戰與各國因應策略。台北:揚智。
蔡清華(民86)。美國師資培育改革研究。高雄:復文。
蔡清田(民90)。「教師及研究者」的課程行動研究:以國立中正大學教育學程「教學實習」課程為例。輯於行動研究與課程教學革新。台北:揚智。
鄭雪娥(民89)。大學教學助教師資訓練發展—以淡江大學微積分課程助教為例。淡江大學教育科技學系碩士論文,未出版。
賴錦緣(民88)。電子導師與網路小組論壇。台灣師範大學資訊教育研究所碩士論文,未出版。
鍾蔚起(民83)。我國師範大學學生試教經驗及其影響因素之研究。國立高雄師範大學教育研究所博士論文,未出版。
謝寶梅(民90)。專業發展與行動研究:新手老師的運用之道。輯於學為良師—在教育實習中成長。台北:師大書苑。
饒見維(民85)。教師專業發展--理論與實務。台北:五南圖書。

貳、英文部分
Allen, G. (1997). Preservice teachers and middle school students: Interaction using computer networks and interactive television to create virtual field experiences. Journal of Technology and Teacher Education, 5(1), 55-65.
Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher Education, 39(1), 38-42.
Bodzin, A. M., & Park, H. C. (2000). Dialogue pattern of preservice science teachers: Using asynchronous on the world wide web. Journal of Computers in Mathematics and Science Teaching, 19(2), 163-188.
Bonk, C. J., Angeli, C., & Supplee, L. (1998). Holy COW:Scaffolding Case-based conferencing on the web with preservice teacher. Paper presented at the American Educational Research Annual Meeting. SanDiego, CA.
Boreen, J., Johnson, M. K., Niday, D. & Potts, J. (2000). Mentoring Beginning Teacher. New York: Stenhouse.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
Briton, C. M. (1999). Keeping good teachers:Lessons from novices. A better beginning:Supporting and mentoring new teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
Bromme, R., & Tillema, H. (1995). Fusing experience and theory: The structure of professional knowledge. Learning and Instruction, 5(4), 261-267.
Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
Cochran, K. Z. 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.
Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education,17(1), 89-106.
DiMauro, V., & Jacobs, G. (1995a). Collaborative electronic network building. The Journal of Computers in Mathematics and Science Teaching, 14(1/2), 119-131.
Edwards, J. (1996). A dose of reality for future teachers. Educational Leadership, 54 (3), 56–57.
Ethell, R. G.., & McMeniman, M. M. (2000). Unlocking the knowledge in action of an expert practitioner. Journal of Teacher Education, 51(2), 87-101.
Freidus, H. (1997). The telling of story: Teachers knowing what they know. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL. ED 409 274.
Fullan, M. (1985). Integrated theory and practice. In D. Hopkins & K. Reid (Eds.), Rethinking teacher education (pp. 195-211). London, UK: Croom Helm.
Gess-Newsome, J., & Lederman, N. G. (1991). Metamorphosis, Adaptation, or Evaluation? : Preservice science teachers’ concerns and perceptions of teaching and planning. Science Education, 75 (4), 443–456.
Gray, W. A., & Gray, M. M. (1985). Synthesis of research on mentoring beginning teacher. Educational Leadership, 43(3), 37-43.
Hoover, L. A. (1994). Use of telecomputing to support group-oriented inquiry during student teaching. In D. A. Wills, B. Robin & J. Willis (Eds.) Technology and Teacher Education Annual, 652-656.
Kettle B., & Sellars, N. (1996). The development of student teachers practical theory of teaching. Teaching and Teacher Education, 12(1), 1-24.
Korthagen, F A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001).
Krajcik, J. S. (1995). Telecommunications for teachers: Supporting reflection and collaboration among teaching professionals. Journal of Computers in Mathematics and Science Teaching, 14(1/2), 187-202.
McDonald, F. J. (1980). The problems of beginning teachers: A crisis in training. Educational Testing Service. Princeton, NJ.(ERIC Document Reproduction No. ED257778).
Nickles, D., & Walter, D. (1998). Practitioner’s research: Changes in preservice elementary teacher’s conceptions about science and science teaching and learning. [On-Line] Available at http://www.narst.org/98conference/Nickles Walter.pdf
Ojanen, S. (1993). A process in which personal pedagogical knowledge is created through the teacher education experience. Paper presented at the International Conference in Teacher Education, Tel-Aviv, Israel. (ERIC Document Reproduction No. ED 398 200).
O'Neill. (2001). Telementoring: One researcher's perspective-- Learning through collaborative visualization project (CoVis). [On-Line] Available at http://nsn.bbn.com/news/newsletters/newsfiles/telementoring.html
Pailliotet, A.W. (1995). I never saw that before: A deeper view of video analysis in teacher education. Teacher Education , 31(2), 138-156.
Pelletier, C. M. (1995). A handbook of techniques and strategies for coaching student teachers. Boston: Allyn and Bacon.
Pool, D., & Simonson, M. (1995). Making mathematics real for preservice teachers: Using the Internet. In D. A. Willis, B. Robin & J. Willis (Eds.), Technology and Teacher Education Annual (pp.142-145). Proceedings of SITE 98 Ninth International Conference of the Society for Information Technology and Teacher Education (SITE).
Rhodes, C. S. (1998). Multiple perceptions and perspectives: Faculty/students’ responses to distance learning. In D. A. Willis, B. Robin & J. Willis (Eds.), Technology and Teacher Education Annual (pp.1089-1091). Proceedings of SITE 98 Ninth International Conference of the Society for Information Technology and Teacher Education (SITE).
Richardson, V. (1996). From behaviorism to constructivism in teacher education. Teacher Education and Special Education, 19(3), 263-271.
Rob, B., & Brian, H. (1995). Mentoring beginning teachers: A qualitative analysis of process and outcomes. Educational Review, 47(3), 297-307.
Russell, T. (1988). From preservice teacher education to first year of teaching: A study of theory and practice. In J. Calderhead (Ed.), Teachers' professional learning (pp. 13-34). London: Falmer.
Salmon, G. (2000). E-moderating: The key to teaching and learning online. Kogan Page. London and Sterling.
Schön, D.A. (1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, Inc.
Snyder, K., Farrell, R., & Baker, N. (2000). Online mentoring: A case study involving cognitive apprenticeship and a technology-enabled learning environment. Paper presented at ED-MEDIA 2000, World Conference On Educational Multimedia, Hypermedia and Telecommunications.
Southerland, S. A., & Gess–Newsome, J. (1999). Preservice teachers’views of inclusive science teaching as shaped by images of teaching, learning, and knowledge. Science Education, 83 (2), 131–150.

Spitzer, W., & Wedding, K. (1995). LabNet: An international electronic community for professional development. Computers and Education, 24(3), 247-255.
student teachers. Boston: Allyn and Bacon.
Topp, N., Grandgenett, N., Mortenson, R., Hargrave, C. P., & Ostler, E. (1998). Project TEAM: A collaborative internet in-service model.
Van Manen, M. (1995). Epistemology of reflective practice. Teacher and Teaching: Theory and Practice,1(1), 33-50.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
Waxman, H. C. (1995). Classroom observation of effective Teaching. In A. C. Ornstein (Ed.), Teaching: Theory into practice. Boston: Allyn and Bacon.
Westerman, D. A. (1991). Expert and novice teacher decision-making. Journal of Teacher Education, 42(4), 292-305.
Wiseman, D. L., Cooner, D. D., & Knight, S. L. (1999). Becoming a teacher in a field-based setting. New York: Wadsworth.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry, 17, 89-100.
電子全文 Fulltext
本電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。
論文使用權限 Thesis access permission:校內校外均不公開 not available
開放時間 Available:
校內 Campus:永不公開 not available
校外 Off-campus:永不公開 not available

您的 IP(校外) 位址是 44.203.235.24
論文開放下載的時間是 校外不公開

Your IP address is 44.203.235.24
This thesis will be available to you on Indicate off-campus access is not available.

紙本論文 Printed copies
紙本論文的公開資訊在102學年度以後相對較為完整。如果需要查詢101學年度以前的紙本論文公開資訊,請聯繫圖資處紙本論文服務櫃台。如有不便之處敬請見諒。
開放時間 available 已公開 available

QR Code