教育實習教師應用自我調整學習策略之內涵分析研究

Content Analysis of the Self-regulation Learning Strategies Adopted by Pre-service Teachers at the Education Practicum Stage

10.3966/207136492018121103001

林倚萱(Yi-Shun Lin)；羅家玲(Jia-Ling Luo)；林清文(Ching-Wen Lin)

自我調整 ； 教育實習 ； 實習任務 ； self-regulation learning ； education practicum ； internship tasks

師資培育與教師專業發展期刊

11卷3期（2018 / 12 / 01）

1 - 30

繁體中文

在師資培育精緻化的趨勢下，如何為教育實習輔導教師提供有效輔導策略且增進自主學習能力甚為重要。本研究採Zimmerman（1989）的自我調整學習模式為基礎，訓練參與教育實習的職前教師，於實習過程中自我記錄五項實習任務（教學、班級經營與輔導、行政、參與研習和人際關係）的自我調適經驗，並參與每月一次共三次的團體督導方案。收集37位輔導科系的研究參與者之自我調整學習作業單共429份，採內容分析法分析之。研究結果顯示：實習教師各項實習任務內涵中的自我調整策略的使用情形，會因實習項目差異而自我調整。面對各種實習任務，實習教師的自我判斷皆以正向自我評價最多、策略歸因居次；而自我反應則以調適策略最多。根據結果本研究建議：一、可應用自我調整學習策略訓練教育實習教師，檢視其實習任務經驗並以增進自我調適的自學能力。二、可應用此模式了解實習教師對實習項目的任務價值，並探討其內在價值。三、可針對實習教師自我調整的不足處加強訓練，如「意志力」是普遍偏弱。四、可應用於實習輔導督導訓練方案。五、此模式可做為輔導教育實習階段的輔導策略，加強實習教師各種自我調整策略的學習與運用。六、提供後續研究設計與分析之建議。

With the trend of refinement for pre-service teacher education, it is important to provide effective counseling strategies to pre-service teachers and to enhance their self-directed learning abilities. This study applied the self-regulation learning strategies program based on Zimmerman (1989). Participating pre-service teachers were required to keep records of their tasks during the internship process, and to attend the monthly workshops held during a three month period for the purpose of group supervision. The basic internship tasks included: teaching, class management, administration, professional growth, and interpersonal relationships. The records of 37 participants and 429 self-regulated learning worksheets were analyzed. The results show that, due to differences in the nature of the internship tasks, pre-service teachers tended to adjust the ways they applied the self-adjustment strategies to the contents of different tasks. Facing various internship tasks, in regard to self-evaluation, positive self-evaluation was used most often, followed by strategic attribution. Regarding self-response, they adjusted strategies the most often. According to the results, this study suggests: 1. Self-regulated learning could be used to train pre-service teachers, study their practicum experience, and enhance their self-adjustment ability. 2. This model can be used to understand pre-service teachers’ perspectives regarding the values of the internship tasks, and to explore their intrinsic values. 3. Provide more training on self-adjustment; for example, willpower is generally the weakest among preservice teachers. 4. This model can be used as a self-adjustment program for group counseling during internship. 5. This model could be adopted for counseling pre-service teachers and for enhancing their learning and application of the self-adjustment strategies. 6. Suggestions for further research design and analysis.

1. 王金國(2001)。成功學習的關鍵─自我調整學習。課程與教學季刊，5(1)，145-164。
   連結：
2. 林清文(2002)。自我調整課業學習模式在課業學習諮商的應用。彰化師大輔導學報，23，229-275。
   連結：
3. 張民杰(2005)。實習的反思—中學實習教師撰寫『個案紀實』之分析。教育科學期刊，5(1)，75-96。
   連結：
4. 張民杰(2007)。實習教師知覺到的校園衝突—個案紀實的分析。新竹教育大學教育學報，24(2)，93-118。
   連結：
5. 陳易芬(2009)。國小實習教師關切事項之探究。臺中教育大學教育學報，23(2)，51-76。
   連結：
6. 陳品華(2006)。技職大學生自我調整學習的動機困境與調整策略之研究。教育心理學報，38(1)，37-50。
   連結：
7. 游美惠(2000)。內容分析、文本分析與論述分析在社會研究的運用。調查研究，8，5-42。
   連結：
8. 程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報，33(2)，79-102。
   連結：
9. 程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報，34(1)，43-60。
   連結：
10. 劉佩雲(2002)。自我調整學習的課程與教學。課程與教學季刊，5(3)，35-48。
    連結：
11. Arsal, Z.(2010).The effects of diaries on self-regulation strategies of preservice science teachers.International Journal of Environmental & Science, Education,5(1),85-103.
12. Bandura, A.(1977).Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review,84(2),191-215.
13. Bandura, A.(1997).Self-efficacy: The exercise of control.New York, NY:W. H. Freeman.
14. Bandura, A.(1986).The explanatory and predictive scope of self-efficacy theory.Journal of Social and Clinical Psychology,4,359-373.
15. Bembenutty, H.,Cheng, P. P.(2005).Self-efficacy and delay of gratification.Academic Exchange Quarterly,9(4),78-86.
16. Beokaer t s, M.,Corno, L.(2005).Self-regulation in the classroom: A perspective on assessment and intervention.Applied Psychology: An International Review,54(2),199-231.
17. Boekaerts, M.(ed.),Pintrich, P. R.(ed.)(2000).Handbook of selfregulation.San Diego, CA:Academic Press.
18. Butler, D. L.(2002).Individualizing instruction in self-regulated learning.Theory into Practice,41(2),81-91.
19. Butler, D. L.(1995).Promoting strategic learning by post secondary students with learning disabilities.Journal of Learning Disabilities,28,170-190.
20. Butler, D. L.(2003).Structuring instruction to promote self-regulated learning by adolescents and adults with learning disabilities.Exceptionality,11(1),39-60.
21. Capa-Aydin, Y.,Sungur, S.,Uzuntiryaki, E.(2009).Teacher self-regulation: Examining a multidimensional construct.Educational Psychology,29(3),345-356.
22. Cleary, T. J.,Zimmerman, B. J.(2006).Teachers' perceived usefulness of strategy microanalytic assessment information.Psychology in the Schools,43(2),149-155.
23. Cleary, T. J.,Zimmerman, B. J.(2004).Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning.Psychology in the Schools,41(5),537-550.
24. Davidson, J. E.(ed.),Stemberg, R. J.(ed.)(2003).The Psychology of Problem Solving.New York, NY:Cambridge University Press.
25. Dembo, M. H.(2001).Learning to teach is not enough-Future teachers also need to learn how to learn.Teacher Education Quarterly,28,23-35.
26. Kremer-Hayon, L.,Tillema, H. H.(1999).Self-regulated learning in the context of teacher education.Teaching and Teacher Education,15,507-522.
27. Krippendorff, K.(2004).Content analysis: An introduction to its methodology.London, England:Sage.
28. Krippendorff, K.、曹永強譯(2014)。內容分析：方法學入門。臺北市=Taipei, Taiwan:五南=Wunan。
29. Locke, E. A.(ed.)(2000).Handbook of principles of organizational behavior.Malden, MA:Blackwell Business.
30. Newman, C. S.(2000).Seeds of professional development in pre-service teachers: A study of their dreams and goals.International Journal of Educational Research,33(2),125217.
31. Paris, S. G.,Paris, A. H.(2001).Classroom applications of research on self-regulated learning.Educational Psychologist,36(2),89-101.
32. Perry, N.,Drummond, L.(2002).Helping young students become self-regulated researchers and writers.The Reading Teacher,56,298-310.
33. Pintrich, P. R.(2000).Multiple goals, multiple pathways: The role of goal orientation in learning and achievement.Journal of Educational Psychology,92,544-555.
34. Pintrich, P.(ed.)(1995).Understanding Self-regulated Learning.San Francisco, CA:Jossey-Bass.
35. Schunk, D. H.(2005).Self-regulated learning: The educational legacy of Paul R. Pintrich.Educational Psychologist,40,85-94.
36. Schunk, D. H.(ed.),Zimmerman, B. J.(ed.)(1998).Self-regulated learning: From teaching to self-reflective practice.New York, NY:Guilford Press.
37. Schunk, D.H.(ed.),Zimmerman, B. J.(ed.)(1998).Self-regulated learning: From teaching to self-reflective practice.New York, NY:Guilford Press.
38. Sikula, J.(ed.)(1991).Handbook of research on teacher education.New York, NY:Macmillan.
39. Supovitz, J. A.,MacGowan, A.,Slattery, J.(1997).Assessing agreement: An examination of the inter rater reliability of portfolio assessment in Rochester.New York. Educational Assessment,4(3),237-259.
40. Tschannen-Moran, M.,Woolfolk Hoy, A.(2001).Teacher efficacy: Capturing an elusive construct.Teaching and Teacher Education,17,783-805.
41. Veenman, S.(1984).Perceived problem of beginning teacher.Review of Educational Research,54(2),143-178.
42. Villani, S.(2002).Mentoring programs for new teachers: Models of induction and support.Thousand Oaks, CA:Corwin.
43. Weinstein, C. S.(1988).Preservice teachers' expectations about the first year of teaching.Teaching and Teacher Education,1(1),31-40.
44. Wigfield, A.,Eccles, J. S.(2000).Expectancy-value theory of achievement motivation.Contemporary Educational Psychology,25,68-81.
45. Wolters, C.(1998).Self-regulated learning and college students' regulation of motivation.Journal of Educational Psychology,90(2),224-235.
46. Zimmerman, B J.,Bonner, S.,Kovach, R.(1996).Developing self-regulated learners: Beyond achievement to self-efficacy.Washington, DC:American Psychological Association.
47. Zimmerman, B. J.(2002).Becoming a self-regulated learner: An overview.Theory into Practice,41(2),64-70.
48. Zimmerman, B. J.(ed.),Schunk, D.H.(ed.)(1989).Theory, research. And practice.New York, NY:Spring-Verlag.
49. Zimmerman, B. J.(ed.),Schunk, D.H.(ed.)(2001).Self-regulated learning and academic achievement: Theoretical perspectives.Mahwah, NJ:Lawrence Erlbaum.
50. Zimmerman, B. J.,Schunk, D. H.(1989).Self-regulated learning and academic achievement: Theory, research, and practice.New York, NY:Springer-Verlag.
51. 王石番(1991)。傳播內容分析法－理論與實證。臺北市=Taipei, Taiwan:幼獅=Youth Cultural。
52. 白明靜(2007)。花蓮縣=Hualien, Taiwan，國立東華大學=National Dong Hwa University。
53. 吳青蓉、張玉茹、羅廷瑛(2009)。幼保系學生的英語學習動機、行動控制、後設認知及其學業成就之相關研究。慈濟大學教育研究學刊，5，55-82。
54. 吳青蓉、張景媛(2004)。意志控制訓練課程融入國中英文課堂教學之研究。教育與心理研究，27(3)，555-581。
55. 巫博瀚(2005)。臺北市=Taipei, Taiwan，國立臺灣科技大學=National Taiwan University of Science and Technology。
56. 李佩璇(2007)。彰化縣=Changhua，國立彰化師範大學=National Changhua University of Education。
57. 李咏吟、陳美玉、甄曉蘭(2003)。新教學實習手冊。臺北市=Taipei:心理=Psychological Publishing。
58. 林生傳(2003)。教育研究法—全方位的統整與分析。臺北市=Taipei:心理=Psychological Publishing。
59. 林桑瑜(2002)。臺南市=Tainan, Taiwan，國立成功大學=National Cheng Kung University。
60. 林清山、程炳林(1996)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
61. 林清文(2003)。高中高職學生基礎學科自我調整課業學習策略研究。中華輔導學報，13，1-44。
62. 林清文(2004)。教育心理學─自我調整學習。教育研究，125，146-147。
63. 范瑞文(2003)。彰化縣=Changhua, Taiwan，國立彰化師範大學=National Changhua University of Education。
64. 孫志麟(2006)。行動的呼喚─ 實習輔導教師的培育。國立臺北教育大學學報：教育類，19(2)，83-110。
65. 徐綺穗(2008)。一位實習教師自我調整學習之研究。教育資料與研究月刊，85，151-174。
66. 張芬芬(1994)。教育實習中潛在課程的來源探討。初等教育學刊，3，139-164。
67. 張德銳(2003)。中小學初任教師的教學困境與專業發展策略。教育資料集刊，28，129-144。
68. 梁雲霞(2006)。從自主學習理論到學校實務─ 概念架構與方案發展。當代教育研究，14(4)，171-206。
69. 許麗齡、吳靈宜、史麗珠(2009)。自我調整學習策略介入對護理大學生自我調整學習能力及實習成績之成效。護理暨健康照護研究，5(4)，273-282。
70. 許喆函(2009)。嘉義縣=Chiayi, Taiwan，國立嘉義大學=National Chiayi University。
71. 陳品華(2004)。融入式介入方案對技職大學生之自我調整學習之影響研究。教育心理研究，27(1)，159-180。
72. 陳品華(2000)。臺北市=Taipei, Taiwan，國立政治大學=National Chengchi University。
73. 陳斐卿、陳曉麗(2001)。實習老師的真實震撼經驗：第一季經驗。教育研究資訊，9(2)，107-124。
74. 楊國樞編、吳聰貴編、文崇一編、李亦園編(1985)。社會及行為科學研究法。臺北市=Taipei, Taiwan:東華=TungHua。
75. 劉佩雲(2000)。自我調整學習模式之驗證。教育與心理研究，23，173-206。
76. 蔡玉玲(2009)。彰化縣=Changhua, Taiwan，國立彰化師範大學=National Changhua University of Education。
77. 鄭采惠(2005)。屏東縣=Pingtung, Taiwan，國立屏東教育大學=National Pingtung University。
78. 魏麗敏(1996)。臺北市=Taipei, Taiwan，國立臺灣師範大學=National Taiwan Normal University。
79. 龐維國(2005)。自主學習：學與教的原理與策略。上海=Shanghai:華東師範大學=East China Normal University Press。

1. 陳美卿,周金城(2019)。國小自然領域師資生實習日誌的教學省思內容及層次分析。科學教育學刊，27(4)，347-368。