促進實習教師教學學習的夥伴式實習輔導

Partnership Mentoring for Improving Mentees' Teacher Learning

林淑梤(Shu-Fen Lin)；張惠博(Huey-Por Chang)；段曉林(Hsiao-Lin Tuan)

協同行動研究 ； 教師改變 ； 夥伴關係 ； 實習輔導 ； collaborative action research ； teacher change ； partnership ； mentoring

教育科學研究期刊

54卷1期（2009 / 03 / 01）

23 - 53

繁體中文

本研究旨在實習學校內建立協助實習教師學習的夥伴式實習輔導，以探討此創新的實習輔導對實習教師學習的幫助性，以及促使實習教師產生教學改變的重要因素。夥伴式實習輔導內含五種教師學習活動，包括師徒制的實習輔導、課室觀察、對話會議、協同行動研究和小組討論。利用參與觀察，與兩位實習個案教師、實習輔導教師與學生的訪談，以及問卷等，多元的資料進行詮釋分析。研究發現，教師學習活動具有探究教學困難、討論實務概念、提供教學自主權與專業認同的特性，較有助於實習教師專業成長，如小組討論、協同行動研究和課室觀察。學生的心聲、觀點的論辯，以及以實習教師為中心的教學探究是增進實習教師科學教學認知最有效的方式。

The purpose of this study was to investigate the assistance of teacher learning activities and to find the factors of improving mentees' teaching change through implementation of a partnership mentoring in a practice school. There were five teacher learning activities in partnership mentoring including apprenticeship mentoring, classroom observation, dialogical meeting, collaborative action research, and group discussion. Data were mainly collected from participant observation and interview with two mentees to evaluate teacher learning activities, and to trace the changes of their practical concepts and teaching practice. Multiple data such as interview and questionnaires from two mentors, and their students were supported to analyze and interpret. The findings revealed that teacher learning activities with characteristics of providing opportunities of teaching inquiry, teaching discussion, autonomy, and professional identity, were beneficial to mentees' professional development, such as group discussion, collaborative action, and classroom observation. It was necessary to provide supports of teaching skill, cognition and emotion for mentees' teaching change. The most effective strategies for enhancing mentees' cognition about teaching practice were listening to students' voice, argumentation about perspective, and mentees' centered teaching research.

1. 師資培育法
2. Abell, S. K.(2000).From professor to colleague: Creating a professional identity as collaborator in elementary science.Journal of Research in Science Teaching,37(6),548-562.
3. Braufaldi, J. P.,Reihartz, J.,D. R. Lavoie (Eds.),W-M. Roth (Eds.)(2001).Models of science teacher preperation.Netherlands:Kluwer Academic.
4. Clandinin, D. J.(1986).Classroom practice: Teacher images in action.London:The Palmer Press.
5. Cornet, J. W.,Yeotis, C.,Terwilliger, L.(1990).Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher.Science Education,74,517-529.
6. Cranton, P. (Ed.)(1997).Transformative learning in action.San Francisco:Jossey-Bass.
7. Dadds, M.(1995).Passionate enquiry and school development: A story about teacher action research.London:Falmer.
8. Danielwicz, J.(2001).Teaching selves: Pedagogy and teacher education.Albany:State University of New York Press.
9. Eick, C. J.,Reed, C. J.(2002).What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice.Science Education,86,401-416.
10. Erickson, F.,B. J. Fraser (Eds.),K. G Tobin (Eds.)(1998).International handbook of science education.The Netherlands:Kluwer Academic.
11. Feldman, A.(2000).Decision making in the practical domain: A model of practical conceptual change.Science Education,84,606-623.
12. Fullan, M.(1985).Change processes and strategies at the local level.Elementary School Journal,85,391-421.
13. Furlong, J.,Maynard, T.(1995).Mentoring student teachers: The growth of professional knowledge.London:Routledge.
14. Gore, J. M.,Zeichner, K. M.(1991).Action research and reflective teaching in preservice teacher education: A case study from the United State.Teaching and Teacher Education,7(2),119-136.
15. Grossman, P.,Wison, S.,Shulman, L.,M. Reynolds (Ed.)(1989).Knowledge base for the beginning teacher.Oxford, UK:Pergamon Press.
16. Guba, E.(1981).Criteria for assessing the trustworthiness of naturalistic inquires.Educational Communication & Technology Journal,29(2),75-91.
17. Guskey, T. R.(1986).Staff development and the process of teacher change.Educational Researcher,15(5),5-12.
18. Guskey, T. R.(2002).Professional development and teacher change.Teachers and Teaching: Theory and Practice,8(3/4),381-391.
19. Hawkey, K.(1995).Learning from peers: The experience of student teachers in school-based teacher education.Journal of Teacher Education,46(3),175-191.
20. Helms, J.(1998).Science and me: Subject matter and identity in secondary school science teachers.Journal of Research in Science Teaching,35(7),811-834.
21. Heron, J.(1996).Co-operative inquiry: Research into the human condition.London:Sage.
22. Hoban, G. F.(2002).Teacher learning for educational change: A systems approach.Philadelphia:Open University Press.
23. Huberman, M.,Miles, M. B.(1984).Innovation up close: How school improvement works.New York:Plenum.
24. Hudson, P.(2004).Specific mentoring: A theory and model for developing primary science teaching practices.European Journal of Teacher Education,27(2),139-146.
25. Hudson, P.(2003).Reflective practices: Modeling and observing science teaching for preservice teachers.Investigating: Australian Primary and Junior Science Journal,19(3),10-14.
26. Kagan, D. M.(1992).Professional growth among preservice and beginning teachers.Review of Educational Research,62(2),129-169.
27. Knowles, M.(1968).Andragody, not pedagogy.Adult Leadership,16(10),350-352.
28. Lin, S. F.,Chang, H. P.,Tuan, S. L.(2007).Exploring mechanism of science intern teachers' conflicts of their personal practical theory into teaching change during their internship.Paper presented at the National Association for Research in Science Teaching.
29. Lin, S. F,Chang, H. P.,Tuan, S. L.(2007).Be yourself or follow Your Mentor: Improve mentees' teaching change by implementing their personal practice theories.Paper presented at the annual conference Australasian Science Education Research Association,Australia:
30. Mehaffy, F B.(1992).Issues in the creation and implementation of a professional development school.ERIC Document Production Service No. ED346031.
31. Petters, M. K.,Vellom, P.,D. R. Lavoie (Eds.),W-M. Roth (Eds.)(2001).Models of science teacher preparation.Netherlands:Kluwer Academic.
32. Posner, G. J.,Strike, K. A.,Hewson, P. W.,Gerkzog, W. A.(1982).Accommodation of a scientific conception: Toward a theory of conceptual change.Science Education,66,211-228.
33. Putnam, R. T.,Borko, H. ,B. J. Biddle (Ed.)(1997).International handbook of teachers and teaching.Dordrecht:Kluwer Academic.
34. Richardson, V.,Placier, P.,V. Richardson (Ed.)(2001).Handbook of research on teaching.Washington, DC:American Educational Research Association.
35. Roth, W-M.,Tobin, K.,Cararnbo, C.,Dalland, C.(2004).Coteaching: Creating resources for Learning and learning to teach chemistry in urban high schools.Journal of Research in Science Teaching,41(9),882-904.
36. Schön, D. A.(1987).Educating the reflective practitioner: How professionals think in action.New York:Basic books.
37. Strauss, A.,Corbin, J.(1998).Basic of qualitative research: Techniques and procedures for developing grounded theory.Thousand Oaks, CA:Sage.
38. Taylor, P.(1989).Sources of the self: The making of the modern identity.Cambridge, MA:Harvard University Press.
39. Tomlinson, P.(1995).Understanding mentoring: Reflective strategies for school-based teacher preparation.Buckingham:Open University.
40. Van Driel, J. H.,Beijaard, D.,Verloop, N.(2001).Professional development and reform in science education: The role of teachers' practical knowledge.Journal of Research in Science Teaching,38(2),137-158.
41. Windschitl, M.(2003).Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?.Science Education,87,112-143.
42. 孔令泰(2003)。碩士論文(碩士論文)。臺北市，國立臺灣師範大學教育系。
43. 王秋絨(1991)。批判教育論在我國教育實習制度規劃上之意義。臺北市:師大書苑。
44. 吳芝儀、李奉儒譯、M. Q. Patton著(1995)。質的評鑑與研究。臺北縣:桂冠。
45. 李素卿譯、P. Cranton著(1996)。瞭解與促進轉化學習：成人教育者指南。臺北市:五南。
46. 林淑梤(2006)。博士論文(博士論文)。彰化市，國立彰化師範大學科學教育研究所。
47. 林淑梤譯、K． Tobin著、郭重吉主編(2007)。科學教師之路－由實習輔導到專業成長。臺北市:心理。
48. 林淑梤、張惠博、段曉林(2008)。科學實習教師個人實務理論實踐之探究。師大學報，53(1)，1-30。
49. 林碧珍(2004)。反思中的反思：以數學教學專業對話爲例。「海峽兩岸教育行動研究研討會」論文集，北京:
50. 徐式寬(2001)。從實習教師的需求探索教育實習網站之建構。教學科技與媒體，56，65-72。
51. 張惠博(1994)。行政院國家科學委員會專題研究計畫成果報告(NSC83-01-S-018-020F)行政院國家科學委員會專題研究計畫成果報告(NSC83-01-S-018-020F),臺北市:國立臺灣師範大學。
52. 張惠博、陳錦章(2001)。國中物理實習教師教學知能成長之研究。中華民國第十七屆季際教育學術研討會，高雄市:
53. 陳伯璋(1990)。教育研究方法的新取向。臺北市:南宏。
54. 陳金婷(2007)。碩士論文(碩士論文)。臺東市，國立臺東教育大學幼兒教育學系。
55. 陳美玉(1999)。教師專業學習與發展。臺北市:師大書苑。
56. 陳惠邦(1998)。教育行動研究。臺北市:師大書苑。
57. 陳嘉彌(2003)。師徒制教育實習之理論與實踐。臺北市:心理。
58. 熊召弟、譚寧君(1999)。自然科遠距輔導教學熱線之建立與實施。科學教育研究與發展季刊，11，3-18。
59. 蔡碧璉(2004)。建構實習教師進行優質實習歷程影響因素之探究。教育與心理研究，27(2)，215-237。
60. 鄭玉疊(2004)。從實習機構看－我國當前師資培育實習輔導制度的問題探討。國民教育，45(1)，77-87。
61. 鄭玉疊(2004)。培育優秀的新手教師－談實習機構如何落實實習教師之輔導。國教新知，50(3)，30-15。
62. 簡頌沛、吳心楷(2005)。高中實習教師的實務參與及身份轉換：情境認知觀點的探討。科學教育學刊，16(2)，215-237。
63. 顏慶祥(1998)。當前實習輔導教師的角色、困境與展望。教育實習輔導，4(3)，34-42。

1. 陳均伊(2010)。教師專業成長之個案研究：一位國中自然教師探究教學觀點的轉變。教育科學研究期刊，55(2)，233-264。
2. 古明峰(2013)。一位實習指導教授與學校攜手協助實習生專業成長之個案研究。新竹教育大學教育學報，30(2)，65-100。
3. 廖本煌,陳欣民(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。
4. 林凱胤、王國華(2011)。從知識移轉觀點看實習教師的教學知能發展。中等教育，62(3)，90-113。
5. 蕭佳純(2021)。國小師資生任教意願之縱貫性研究。師資培育與教師專業發展期刊，14(2)，1-26。
6. 蕭佳純(2023)。教師創意教學信念動態發展歷程之研究：從師資生階段到畢業後兩年的縱貫性調查。特殊教育研究學刊，48(1)，61-95。
7. 徐綺穗(2013)。「行動—反思」教學及其在大學教育實習課程的應用。課程與教學，16(3)，219-254。
8. 張雅芳、徐加玲(2013)。影片案例導向學習系統對於實習生科技知能發展影響之研究。教育科學研究期刊，58(3)，121-152。
9. 周水珍,方舟(2023)。教學實習課程協同師徒制師資生專業成長之研究。師資培育與教師專業發展期刊，16(1)，1-27。