教育實習典範之探究：實務理論的觀點

The Paradigm of Educational Internship: A Practical Theory Perspective

10.6384/CIQ.200001.0095

黃譯瑩(Yi-Ying Huang)

典範 ； 教育實習 ； 實務理論 ； educational internship ； paradigm ； practical theory

課程與教學

3卷1期（2000 / 01 / 01）

95 - 111+144

繁體中文

師資培育的政策大都少不了「教育實習」的規劃與推動；這種將已經研習過各種教育方法與學說的職前教師放到實際進行教育活動場所的安排，反映了人類對於「從做中學」教育信念的重視，企圖協助職前教師在師資培育制度所提供的真實境況中，給由觀察、省思與不斷反覆地演練或練習，使自己在教學、行政、級務工作與人際互動上的行動更加地熱練與流利，並賦予會務經驗予以；意義，發展出若干套有關教學、行政、級務工作與人際互動的「實務理論」以便能在實習結束後順利地銜接或進入正式教師的工作。本文旨在從實務理論的觀點探究教育實習的典範。首先，分析教育實習存在的原理與實務理論的關係，並討論實習教師的實務理論，包括實務理論的意義、形成、內涵與特質；次而分析實務理論存在的原理與其相關限制。接著，歸納反映實務理論限制的種種教育實習現況或規劃，復次，從實務理論的觀點比較新舊教育實習制度的優勢與危機；最後提出更新教育實習典範的建議與期望。

The implementation of educational internship shows educators' belief in ”learning in doing.” Educators intend to facilitate apprentice teachers to construct their own practical theory about teaching, administration, classroom management, and interpersonal relationship by providing a real educational context for observation, reflection and practice. Apprentice teachers are expected to be skillful in educational activities after practicing through a period of time. Obviously, Theory of practice influences the paradigm of educational internship.The purpose of this paper is to probe the paradigm of educational internship from a practical theory perspective. First, the rationale of educational internship and its relationship with practical theory is analyzed. Secondly, the meaning, construction, content and characteristics of apprentice teachers' practical theory are discussed. Thirdly, the rationale and limits of practical theory are claimed. Fourthly, the phenomena of educational internship reflecting the limits of practical theory are pointed out. Then, the advantages and crises of the current and former policies and strategies of educational internship are compared.Finally, this paper provides suggestions for a new paradigm of educational internship.

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