教育實習經驗的意義解析－以一名國小實習教師為例

Analyzing the Experiences of Practicum of a Student Teacher from an Elementary School

10.6384/CIQ.200507.0105

許淑玫(Shu-Mei Hsu)

教育實習 ； 實習教師 ； 實習經驗 ； practicum ； student teacher ； the experiences of practicum

課程與教學

8卷3期（2005 / 07 / 01）

105 - 126

繁體中文

本研究主要透過解析一名國小實習教師之實習經驗，揭露實習教師在實習場域中的真實經驗是正、負面並存的，並針對教育實習提供參酌建議。本研究採質性研究方式進行，透過參與觀察、訪談、札記及文件分析等蒐集資料，並就所蒐集資料進行分析，獲致結果如下：(一)在實習歷程中，實習教師與輔導教師、實務社群及情境或事件組成的關係架構、實習教師所經驗到的實習行動、以及實習教師個人對於行動經驗的反思等，共同形構了整個實習歷程與經驗，且三者之間具有交相互動之關係。(二)實習歷程中實習經驗之意義有其正、負面之分，正面經驗多屬教材、教學、班級經營及親師互動等技術理性層次之關注；而負面經驗大體與輔導師傅及學校行政對於教育實習欠缺清晰概念及完善規劃有關。(三)實習教師的實習行動主要聚焦於技術理性層次，導致其經驗反思也大體以此範圍為框架，無法進一步發展詮釋的及批判的反省能力。(四)實習教師的反省內容多集中於與教學技巧、教室管理及師生互動等實用取向之事件上，少見涉及教育信念、課程假設、教學倫理及學生知識之反省。針對上述結果，研究者提出建議，期供未來教育實習之參酌。

The purposes of this study were to expose the positive and negative experiences of practicum that the student teacher experienced in the practicum field and to provide some recommendations for practicum. Qualitative approaches with participant observation, interviews, journals, and document analyses were employed to collect data. The main findings of this study were as follows:1. The experiences of practicum were composed of three interactive domains in the practicum process. These domains included: (1) the relationship frame shaped by the student teacher, the mentor, the communities of practice and the events embedded in the situation, (2) the actions of practicum that the student teacher experienced, (3) the reflections on the experiences of practicum. 2. There were positive and negative experiences in the practicum process. The positive experiences were mostly related to the concern of technique-reason that embraced teaching, teaching materials, classroom management and teacher-parent interaction. The negative experiences were mainly derived from when the mentor and the administrators didn't comprehend the concepts of practicum and lacked a perfect plan for the student teacher. 3. The actions of practicum generally focused on the technique-reason dimension, which meant the student teacher's reflections about these actions were confined to that dimension and lacked interpretative and critical reflections. 4. The reflective contents about practicum mostly centralized some pragmatic events such as teaching strategies, classroom management, and teacher-student interaction. The student teacher didn't reflect on teaching belief, the hypotheses of curriculum, the ethics of teaching and the knowledge of students in this study. According to the conclusions, some recommendations were offered to practicum in the future.

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