教育學程學生發展教學專業化概念之行動研究以微試教爲例

A Study of the Effect of Micro-teaching on the Student Teacher's Conception of Teaching Professionalism

10.6388/JES.200406.0052

周春美(Chun-Mei Chou)；沈健華(Chien-Hus Shen)

師資培育 ； 教育學程學生 ； 教學專業能力 ； 專業成長 ； 知識建構 ； Teacher education ； student teachers ； teaching professional ability ； professional development ； knowledge construction

教育科學期刊

4卷1期（2004 / 06 / 01）

52 - 77

繁體中文

本研究係行動研究法，以探討教育學程學生發展教學專業能力的概念內涵，爲達此目的，以研究者所擔任的教學實習的教育學程22名學生爲本研究對象。本研究除了以現場觀察錄影記錄教育學程學生微試教的教學情形，輔以學科知識輿圖、同儕評量、學習歷程檔案分析、微試教日誌及問卷調查等方式搜集資料，探討教育學程學生在微試教前中後如何建構學科教學專業知識及教學技術，以瞭解微試教對教育學程學生教學專業化概念內涵及其發展情形。本研究結論有三，分別爲: 1．教育學程學生在「微試教前」的教學專業化的概念，包括教學計畫以書面資料爲主，但事前準備及自我練習可增強熟悉學科知識，並能考慮學科知識的呈現方式及學習情境設計，而事前準備工作如熟悉教材內容、圖片實例、實物展示及充份演練均有助於教學專業化的建構。 2．教育學程學生在「微試教中」的教學專業化的概念，除了呈現教學計畫的內容，並依事前演練將教學媒體及教學法運用在微試教活動，試圖將學生互動及教室管理列入教學，但未能充份發揮。 3．教育學程學生在「微試教後」對教學專業化的概念，以反省及觀摩爲調整教學主要方式，其反省係以學生學習的學科知識來源及可能產生的迷思概念作爲改進的方針。 4．「微試教」行動方案提昇教育學程學生教學能力，以「教學計畫能力」增進最多，其次是「教學法運用能力」。 依據本研究結論，提出1．加強教育學程學生的教學準備能力；2．強化教育學程學生本科系的專業能力及知識表徵技巧；3．培養教育學程學生省思及觀摩學習能力；4．加強師資培育學校以實務教學爲導向的課程設計等四項建議，以供有關單位之參考；並就研究本身予以檢討，作爲未來相關研究之建議。

This paper employs action research to explore contents of the essential teaching ability of student teachers in teacher education program. To achieve this goal, the subjects are twenty-two student teachers who take a course of teaching practicum. Data collecting from videotaping teaching process of student teachers, pedagogical knowledge map, peer evaluation, portfolios analysis, micro-teaching diaries and questionnaires is used to explore how student teachers construct pedagogical professional knowledge and teaching technique and the effect of micro-teaching on students' cognition of teaching professionalism. The results are as follows: 1. Before micro-teaching, the student teacher's cognition of teaching profession includes mainly written teaching plan. However, advance preparation and self-practice help student teachers master subject knowledge and arrange teaching sequence according to the learning situation. In addition, advance preparation such as familiarity of teaching material, collection of illustration and objects and practice help student teachers construct teaching professionalism. 2. During micro-teaching, the student teacher's cognition of teaching profession is expressed on the teaching plans. Besides, teaching media and methodology are employed for interacting with students and classroom management, but it doesn't accomplish completely. 3. After micro-teaching, the student teacher's instruction is adjusted through reflection and observation. What's more, reflection based on resource of pedagogical knowledge and common misunderstandings are used to improve teaching. 4. In terms of the effect of micro-teaching on student teacher's teaching ability, the ability of planning teaching is mostly improved and application of methodology is the next. Based on conclusions, the study provides four suggestions to relevant organizations and future researchers for reference as follows. 1. Enhance the student teacher's ability of preparing teaching. 2. Improve the student teacher's pedagogic knowledge and technique of expressing knowledge. 3. Develop the student teacher's ability of reflection and learning through observation. 4. Increase the practice-oriented course design in the teacher education.

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