特殊教育實習輔導教師與實習教師教學後的互動與反思

Interaction and Reflective Thinking of Special Education Student Teachers and Their Expert Mentors

10.6172/BSE201111.3603002

胡心慈(Shin-Tzu Hu)；林淑莉(Shu-Li Lin)

專家教師 ； 實習教師 ； 實習輔導教師 ； 教學反思 ； student teachers ； mentors ； expert teachers ； reflective thinking

特殊教育研究學刊

36卷3期（2011 / 11 / 30）

27 - 55

繁體中文

本研究探討「專家教師」身分的特教實習輔導教師和實習教師在教育實習上的互動及教學反思過程。以觀察及參與討論的方式，蒐集數次實習輔導教師與其實習教師的教學或觀摩教學，及其後的互動與討論內容。研究發現：一、三對輔導教師與實習教師互動的關係分別呈現「同儕式」、「師徒式」及「家人式」。「同儕式」的對等關係讓輔導教師與實習教師能進行較多與理論整合的討論。二、在「同儕式」的對等討論中，較能顯出教學反思循環的歷程。三、三名輔導（專家）教師均注重目標、學生行為的意義、滿足個別化需求並多利用教學知識；一名與輔導教師呈現「同儕式」互動關係的實習教師也注重目標並多利用教學知識，另兩名實習教師則較關心學生秩序及參與度而較少運用知識。研究者鼓勵輔導教師和實習教師能對等會談，將理論和實務整合成專家知識，促進教師專業發展。

Purpose: Reflective thinking is considered an important factor in the professional development of teachers; therefore, peer interaction and professional dialogue are effective approaches to promote reflective thinking. This study explores the interaction and reflective thinking of special education student teachers and their expert mentors on practicum. Methods: Three special education student teachers and 3 expert mentors participated in this study. The expert mentors were selected according to certain criteria including graduating from teacher colleges or normal universities, more than 7 years teaching experience, obtaining recognition from the staff of their school, and obtaining a government award. Data were collected through field observations, interviews, and some documents on practicum from participants in three schools. Participants of the same school were observed when they taught a minimum of 4 times, after which the dialogue after teaching was recorded and translated into a manuscript. Findings: The interacting model of special education student teachers and their expert mentors included 3 models: the peer model, the mentor-apprenticeship model, and the family model. Teachers of the peer model possessed mutual respect and discussed equally. Teachers of the mentor apprenticeship model did not discuss equally and the mentor rendered direct instruction to the student teacher. The mentor of the family model did not discuss equally with the student teacher, nor rendered direct instruction to the student teacher, but interacted similar to a mother-daughter relationship. Both teachers in the peer model obtained enhanced professional development, and exhibited progress in reflective thinking. The reflective thinking process includes planning, teaching action, self-criticism, and constructing in structional knowledge. Teachers in the mentor apprenticeship model and the family model achieved less development than teachers in the peer model. The 3 expert mentors esteemed educational goals, understanding student behaviors, students’ special needs, and used more instructional knowledge; the student teacher in the peer model esteemed educational goals and used more instructional knowledge. The other 2 student teachers esteemed student routines and participation. Conclusions/Implications: Based on the findings, the authors encourage student teachers and their expert mentors to provide equal emphasis to professional dialogue to promote professional development. Expert mentors can encourage young student teachers to talk more and inspire them to think more. Student teachers should respectfully consult their senior mentors, but still express their reflective thinking. The authors encourage expert mentors and young student teachers to continue to integrate theory and practice.

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