一個輔導中學數學實習教師教學概念轉變的行動研究

The Effect of Mentoring on the Development of a Secondary Mathematics Probationary Teacher's Conception(s) of Mathematics Teaching: An Action Research

10.6300/JNTNU.2003.48(1).02

黃凱旻(Kai-Min Huang)；金鈐(Chien Chin)

教學反思 ； 實習教師 ； 實習輔導教師 ； 數學教學概念 ； 教學實習輔導策略 ； Pedagogical reflection ； probationary teacher ； mentor and mentoring ； conception(s) of mathematics teaching ； teaching practice

師大學報：科學教育類

48卷1期（2003 / 04 / 01）

23 - 46

繁體中文

本研究透過行動研究法，調查一位中學數學科實習教師，在一年教育實習期間的教學概念轉變情形，並提出相應的教學輔導策略。研究共分二階段進行。第一階段的教學輔導策略包括擬定特定教學單元的教案、教學前的教案討論、課堂的教學觀察、課後立即的反省與回饋、特定教學單元教案的再擬定和討論等五個主要的步驟。第一階段的資料顯示，此五步驟策略能促使個案實習教師對單元的教學活動設計做更深入的自我性教學反省，但也顯現一些問題。為了解決第一階段所遭遇的問題，在第二階段的研究中加入「觀摩其他教師教學」的教學輔導活動，以擴展個案實習教師教學反思的對象與內涵。再透過「教學觀摩暨討論會」的輔導活動設計，以在校現實的情境引動其教學的社會性教學反思。這樣的教學輔導設計，似能促使個案教師的教學設計重心，由關心自己轉為關心數學內涵，進而關心學生的學習；使其教學的角色由知識的傳遞者趨向知識的引動者。同時，這也促使研究者對數學內涵、教學策略、教學輔導技巧有更深一層的體會，從一位孤立的輔導者，經由共同輔導者，轉向內化的輔導者。因此，本研究所發展的數學教學實習輔導策略，除了能促使實習教師教學概念與關心對象的轉變之外，也提升了研究者本身的數學教學與輔導的知能。所以，本行動研究的發展歷程，是一個包含實習教師和輔導教師個人專業成長在內的「教學與輔導的雙學習循環」。

In this study the action research method was used to investigate the changes in a secondary mathematics teacher's conception of teaching and the effect of mentoring on this transformation or conceptual development. The project took place during the teacher's in-school probationary teaching period, and had two stages. In the first stage, several mentoring steps were developed, including the design and discussion planning of a specific lesson, classroom observation, reflection and feedback on the lessons observed, and the re-planning and re-discussion of the same lesson. The first-stage data showed that these mentoring strategies seemed to be successful; however, these data also revealed some problems that needed to be resolved. To face the problems emerged, mentoring in the second stage extended the observation and discussion to the teaching of other mathematics teachers in the same school, and then to an in-school teaching demonstration and seminar, social-pedagogical reflection, and interaction involving tutors, mentors, and probationary teachers from different secondary schools. As a result, the foci of planning and classroom teaching activities for the probationary teacher were moving from teacher/content-centered to student-centered activities. Moreover, his teaching role changed from that of a demonstrator to that of a guide or facilitator. Doing this kind of research helped the researcher achieve a greater understanding of mentoring strategies with regard to mathematics teaching. Therefore, this action research has provided new and useful insights into the effective development of the mentoring process for mathematics teachers; during the course of the project the case probationary teacher's conception of mathematics teaching developed in a positive way, as did my own conception of mathematics teaching and the mentoring of mathematics teachers.

1. 金鈐、林福來(1998)。準數學教師學習教學之前的教學觀念及其緣起。科學教育學刊，6(3)，219-254。
   連結：
2. 黃凱旻(2002)。碩士論文(碩士論文)。國立臺灣師範大學數學系教學碩士班。
   連結：
3. Burden, P.R.,W.R. Houston (Ed.)(1990).Handbook of reasearch on teacher education: A project of the association of teacher education.New York:Macmillan.
4. Dewey, J.(1933).How we think: A restatement of the relation of reflective thinking go the educative process.Chicago:Henry Regnery.
5. Fuller, F. F.(1969).Concerns of teachers: A developmental conceptualization.American Educational Research Journal,6,207-226.
6. Furlong, J.,Maynard, T.(1995).Mentoring student teachers: The growth of professional knowledge.London:Routledge.
7. Goffree, F. (Eds.),Dolk, M. (Eds.)(1995).Standard for primary mathematics teacher education.Utrecht University, The NVORWO Commission.
8. Guba, E. G.,Lincoln, Y. S.(1989).Fourth generation evaluation.Newbury Park, CA:Sage.
9. Hagger, H.,P. Benton (Eds.)(1990).The OxFord intership scheme: Intergration partnership in initial teacher education.London:Calouste Gulbenkian Foundation.
10. Jaworski, B.(2001).Making sense of mathematics teacher education: Developing mathematics teaching: Teachers, teacher educators, and researchers as co-learners.Netherlands:Kluwer Academic.
11. Jaworski, B.,Watson, A.(1994).Mentoring in mathematics teaching: Mentoring co-mentoring, and the inner mentor.London:The Falmer Press.
12. Kirk, J.,Miller, M.L.(1986).Reliability and validity in qualitative research.London:Sage.
13. Maclean, R.(1992).Teachers' career and promotion pattern.London:The Falmer Press.
14. McIntyre, D.,P. Benton (ed.)(1990).The Oxford internship scheme: Integration and partnership in initial teacher education.London:Calouste Gulbenkian Foundation.
15. Russell, T.,J. Calderhead (Ed.)(1988).Teachers' career and promotion pattern.London:The Falmer Press.
16. Schön, D.A.(1983).The reflective practitioners: How professionals think in action.New York:Basic Books.
17. Shaw, R.,T. Kerry (Eds.),A.S. Mayes (Eds.)(1995).Issues in mentoring.New York:Routledge.
18. Shulman, L.S.(1986).Those who understand: Knowledge growth in teaching.Educational Researcher,15(2),4-14.
19. Shulman, L.S.(1987).Knowledge and teaching: Foundations of the new reform.Harvard Educational Review,57(1),1-23.
20. Sullivan, P.(1999).Thinking teaching: seeing an action role for mathematics teacher.Proceedings of International Conference on Mathematics Teacher Education,Taippei:
21. Thompson, A. G.,Grouws, A. (Ed.)(1992).Handbook of Research on Mathematics Teaching and Learning.New York:Macmillan.
22. Tomlinson, P.(1995).Understanding mentorung: reflective strategies for school-based teacher preparation.London:Open University Press.
23. Van Manen, M.(1977).Linking Ways of Knowing with Ways of Being Practical.Curriculum Inquiry,6,205-228.
24. Young, W.(1995).Intership: Integrating theory and practice.South Pacific Tournal of Teacher Education,23(1),97-107.
25. 王秋絨(1991)。教師專業社會化理論在教育實習設計上的意義。台北:師大書苑。
26. 李源順(1999)。博士論文(博士論文)。國立臺灣師範大學數學研究所。
27. 林福來(2000)。學習教數學的培育過渡與專業發展研究文獻(1/3)。國科會專題研究計劃進度報告。
28. 林曉雯(1997)。國小自然科教師的學科專門知識與科學教學實務的關係(1)。國科會研究計畫，NSC 86-2511-S-153-003。
29. 夏林清譯(1997)。行動研究方法導論。台北:遠流出版社。
30. 孫志麟(1999)。教師自我效能：有效教學的關鍵。教育研究資訊，7(6)，170-187。
31. 高強華(1996)。教育實習輔導的有效策略。教育實習輔導季刊，2(2)，29-32。
32. 高熏芳譯、林盈助譯、王向葵譯(2001)。質化研究設計－一種互動取向的方法。台北:心理出版社。
33. 高廣孚(1997)。教育實習手冊。國立臺灣師範大學實習輔導處。
34. 張德銳(1998)。以臨床視導促進實習教師教學專業成長。國小實習教師專業成長研討會
35. 陳松靖(2002)。碩士論文(碩士論文)。國立臺灣師範大學數學研究所。
36. 陳美玉(1999)。教師專業學習與發展。台北:師大書苑。
37. 黃炳煌(1981)。師範院校教育實習之探討。台灣教育，372，7-18。
38. 黃淑玲(1997)。碩士論文(碩士論文)。國立臺灣師範大學。
39. 黃淑苓(1998)。新時代的角色－實習輔導教師。教育實習輔導季刊，3(3)，25-30。
40. 黃嘉雄(1997)。從「Mentor」論實習輔導教師之角色。國民教育，4(37)，23-27。
41. 楊深坑、歐用生、王秋絨、湯維玲(1994)。各國實習教師制度比較。台北:師大書苑。
42. 歐用生(1995)。加強實習教師的輔導。教育實習輔導季刊，1(3)，74-77。
43. 鄭英豪(2000)。博士論文(博士論文)。國立臺灣師範大學數學研究所。
44. 顏慶祥(2000)。我國中學實習輔導教師專業成長之個案研究。教育研究資訊，8(1)，98-119。
45. 饒見維(1996)。教師專業發展－理論與實務。台北:五南圖書出版公司。

1. 廖本煌(Pen-Hwang Liau);陳欣民(Hisn-Min Chen)(2023)。中學數學實習師資生教學知能指標之建構：改良式德懷術之應用。教育科學研究期刊。68(1)。73-108。