透過協同教學與認知師徒制進行師培課程之實踐：以獨立研究課程為例

The Practice of Teacher Training Courses Through Collaborative Teaching and Cognitive Apprenticeship: Taking the Independent Study Course as an Example

10.6502/SEF.202306_(34).0002

侯雅齡(Ya-Ling Hou)；李雪因(Shiue-Yin Li)；盧奕璇(Yi-Xuan Lu)

協同教學 ； 科技教學內容知識 ； 師資培育 ； 認知師徒制 ； 數位教學 ； 獨立研究課程 ； collaborative teaching ； TPACK ； teacher education ； cognitive apprenticeship ； digital teaching ； independent study course

特教論壇

34期（2023 / 06 / 01）

32 - 54

繁體中文;英文

如何透過創新教學方法來促進師資生的教師知識，培養因應未來實務現場所需的教師，是師資培育課程首重的目標。師資培育課程的教與學活動應與實務環境緊密連結，以確保師資生學習有效性。本研究針對特殊教育學生的特殊需求課程－獨立研究為範疇，透過協同教學與認知師徒制進行教學實踐，期望翻轉大學教師專業知識講授的課程教學方式。採用與專家教師共同備課及指導的教學策略，以《實驗專家－從研究到發表》（侯雅齡，2022）為教材，協助師資生理解獨立研究的內容知識（CK）與教學知識（PCK），也考量未來教師應具備數位教學能力，課程中也納入師資生科技教學內容知識（TPACK）為教學目標。本課程以大學課堂為主要場域，高雄市四個國小資優班現場為附屬場域，17名的特殊教育系師資生為研究參與者，執行一個學期的課程實踐。以Discord線上軟體作為大學教師、專家教師與師資生學習交流的平台，課堂上的回饋與反思則透過Padlet線上軟體來回應。分析研究歷程蒐集的各項資料、師資生的學習回饋與學習任務成果，獲致以下六點具體結論：1.大學教師與專家教師可透過協同教學執行獨立研究師培課程。2.認知師徒制能有效協助師資生建構個人教學知識。3.系統性教材能協助師資生從實做中習得獨立研究教學設計能力。4.專家教師輔助能提供師資生實踐教學設計知能。5.師資生能習得TPACK具備數位教學能力。6.同步遠距教學演示與議課，有助於教師專業成長。

How to promote Pedagogical Knowledge of pre-service teachers through innovative teaching methods and train teachers to meet the needs of future practice sites is the primary goal of teacher education. The teaching and learning activities of teacher training courses should be closely linked with the practical environment to ensure the effectiveness of pre-service teacher learning. This research focuses on the special needs courses of special education students-independent study as the category. Through collaborative teaching and cognitive apprenticeship for teaching practice, it is expected to reverse the teaching method of courses taught by university teachers' professional knowledge and combine the teaching of expert teachers' collaborative lesson preparation and guidance. "Experimental Experts - From Research to Publication"(Hou, Y. -L., 2022) edited through the syllabus as a common teaching material to help pre-service teachers understand the Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) of independent study. Furthermore, it is also considered that future teachers should have technological knowledge, and the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers is also included in the curriculum as the teaching goal, hoping that pre-service teachers can have the ability of digital teaching. This course takes the university classroom as the main field, and gifted classes in four elementary schools in Kaohsiung City as the subsidiary field. 17 pre-service teachers from the Department of Special Education are the subjects, and implement a semester of course practice. The Discord online software is used as a platform for university teachers, expert teachers, and pre-service teachers to learn and communicate. Feedback and reflection in the classroom are responded to through the Padlet online software. Using the feedback from students taking courses and the evaluation of learning outcomes, the study has the following six specific conclusions: 1. University teachers and expert teachers can carry out independent study teacher training courses through collaborative teaching.2. Through cognitive apprenticeship can effectively assist pre-service teachers to construct personal Pedagogical Knowledge.3. Systematic teaching materials can help pre-service teachers acquire the ability of instructional design for independent study from practice.4. Expert teacher assistance can provide pre-service teachers with practical instructional design knowledge.5. Pre-service teachers acquire TPACK to equipped with digital teaching ability. 6. It is helpful for teachers to grow professionally through online teaching demonstration and lesson discussion.

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