師資生參與教育實習教學能力改變之研究

A Study on the Teaching Ability Change of Pre-Service Teachers Participating in Teaching Internships

10.6249/SE.2015.66.1.06

林和春(Ho-Chun Lin)；黃詣翔(Yi-hsiang Huang)；張素貞(Su-Chen Chang)

師資培育 ； 教育實習 ； 教學能力 ； teacher education ； teaching internship ； teaching ability

中等教育

66卷1期（2015 / 03 / 01）

104 - 135

繁體中文

教育實習為師資培育制度的重要環節，師資生在實習導入過程，將師資培育職前課程學習的理論運用至班級教學實務上，因此，教育實習的經驗對於師資生的教學能力之發展，實有重大影響力。本研究旨在探討師資生在參與教育實習後教學能力改變的狀況，針對不同類別、師資培育機構類型、學碩士階段之師資生的教育實習參與情形，以及實習後教學能力改變之自我知覺進行比較，從中了解師資生的教育實習經驗。使用研究方法主要係運用「臺灣師資培育資料庫」97學年度畢業後一年之調查資料進行量化分析，並從問卷中選取待進一步深究的題目，再各選擇五位師範大學及師資培育中心102學年參加甄選進入職場任教之教師，進行深度訪談，綜合研究結果與討論，提出整體研究結論如下：（一）教育實習對於實習學生教學能力及班級經營助益性高，學士階段之實習學生專業能力獲益大於碩士階段；「設有師資培育相關學系之大學」實習學生專業能力進步優於「設有師資培育中心之大學」及「師範／教育大學」；幼稚園和特教老師的能力成長優於中小學教師。（二）擔任實習學生前後，體認師資培育職前課程提供理論基礎，教育實習則接軌實務，將職前課程轉化到臨場應變，尤以和學生互動後，挑戰所學的班級經營、課程設計和教學原理等課程。（三）實習學生之教育實習感受到「時間分配」、「校方行政要求」、「實習學校教師文化」、「實習學生身分跟課之角色和定位」、「本科的專業知能不足、實務經驗薄弱」、「欠缺完整一學期和不同年級的學習」之困擾。（四）教育實習制度對於增進實習學生教學能力尚有改進空間，以實習輔導老師的幫助最大，須受到更多激勵和專業化，此外，實習津貼、檢定考試時間、召開實習學生工作會議、增加上臺機會、指導行政服務等都是改進項目。（五）教育實習之整體收穫良多，尤以確定教職是興趣與專長結合的最佳職業；專業豐富的實習機構影響終身的教學態度；教學實習、行政和導師實習都要兼顧且機動因應；學習了解學生、滿足差異；磨練專業的教學技巧、發展教案的能力，以及製作教具的耐性。以上所獲致之研究結論與建議，提供師資培育相關單位調整教育實習制度的參考。

Teaching internship is an essential part of the teacher education system. During this stage, pre-service teachers get to apply the theories they have learned in the teacher education program in actual classroom settings. This is why having internship experience crucially affects the development of teaching abilities among pre-service teachers. This study explores the how the teaching abilities of pre-service teachers change after they have participated in teaching internships. It considers the participative situations of pre-service teachers at undergraduate and graduate school levels and compares the changes these pre-service teachers' abilities undergo in terms of different fields and types of education training institutions to understand their internship experiences. The primary research methodology used is the quantitative analysis of survey from ＂Taiwan Teacher Education Database,＂ conducted on graduates one year after they graduated in 2008. The study also conducted indepth interviews with five teachers each, from both normal university and teacher training centers, who participated and were selected in the 2013 teacher recruitment process, asking them questions selected from the range of questions in the survey. After collating the results and undertaking several discussions, the study presents the following conclusions: 1.Teaching internship provides a lot of learning benefits for pre-service teachers in terms of teaching abilities and classroom management. Basically, undergraduate pre-service teachers found the internship more beneficial than their graduate school counterparts. Interns from universities, which have ＂set up a Department of Teacher Education or any other Teacher Education-Related Departments＂ show greater skill improvement than those from universities, which set up a teacher education center, or from normal or teachers' universities. The abilities of kindergarten and special education teachers were more enhanced than those of their colleagues in elementary and junior high school. 2. After becoming interns, pre-service teachers were able to better comprehend the theoretical foundations provided by teacher education courses. With theory linked to practice and after their interaction with students, interns were able to participate more effectively in courses dealing with classroom management, curriculum design, and educational theories. 3. During the internship, pre-service teachers experience anxiety over issues such as ＂time allocation,＂ ＂administrative demands of the school,＂ ＂culture of intern school teachers,＂ ＂the role and positioning of shadowing as an intern,＂ ＂inadequate practical experience in the professional aspects of the subject,＂ and ＂inability to train for an entire school year or in different grade levels.＂ 4. There is definitely room for improvement as far as the teacher internship system improving the instructional skills of interns is concerned. Currently, counselor interns would benefit most from such improvements, requiring more motivation and professionalization in their field. In addition, issues including intern subsidy, licensing test time frames, convening intern work meetings, creating more teaching opportunities, mentoring services would necessitate more improvement efforts. 5. As a whole, teaching internship results in many benefits, especially in confirming that it is the best profession for combining individual interest and expertise. Professional internship institutions are in a pivotal position to affect an intern's teaching attitude. Teaching internship as well as administrative and homeroom teacher internship should be strategic enough to cover all grounds: understanding students, addressing differentiation, honing professional teaching techniques, developing lesson planning abilities, and patience in producing teaching aids. The study hopes that the above conclusions and recommendations can be provided to relevant teacher education institutions as a reference for the adjustments in their teacher internship programs.

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