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研究生: 林懿萱
I Hsuan Lin
論文名稱: 新制實習制度下國中理化實習教師的專業成長:質性個案研究
Research of the professional developments of science intern teachers of junior high schools in new intern system: Qualitative case studies
指導教授: 黃芳裕
Huang, Fang-Yu
學位類別: 碩士
Master
系所名稱: 化學系
Department of Chemistry
論文出版年: 2001
畢業學年度: 89
語文別: 中文
論文頁數: 181
中文關鍵詞: 科學師資培育專業成長論述分析
英文關鍵詞: science teacher education, professional development, discourse analysis
論文種類: 學術論文
相關次數: 點閱:182下載:16
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  • 隨著教改列車的推動,我國的師資培育制度有了重大的變革。自從「師資培育法」頒佈後,徹底改變了傳統師範教育的制度和結構。師資培育制度由封閉走向開放;由單一的師範院校培育走向多元;由公費培養走向公自費併行;由培養和任用合一走向分途。開放多元化的師資培育管道後,為了因應教職市場的需求,師資的品質受到格外的重視。在師資培育的過程中,以導入階段(亦即教育實習階段)居於承先啟後的地位,可說是培育教師專業成長的關鍵時期。因此,本研究旨在探究新制實習制度下,國中理化實習教師專業成長的表現。整個研究採用質的研究法,以文獻分析、後現代哲學理念、社會學與心理學等觀點為理論基礎,再配合教室觀察、實習反省日誌、深度訪談及現場記錄等所收集到的資料,分成實習教師的專業知識、教學特性、人際關係、個人價值觀這四個分析向度,並輔以教師個人特質、師資培育理念及實習學校環境的影響因子,來綜合分析、探討實習教師的專業成長表現。研究結果發現:(1)實習教師的師資培育理念不同,會使得實習教師在教師角色認同上有很大的差異。(2)實習學校的挑選對於實習教師的專業成長影響很大。(3)實習教師的個人特質,是直接影響實習教師專業成長的個人因素。(4)師資培育機構的實習輔導團
    ,是實習教師在實習期間提供支持的團體。(5)實習教師在實習初期所持的教育理念,乃是以個人成長的學習歷程為最初的基礎,再經過整個實習的過程來加以慢慢修正。(6) 實習輔導教師在實習教師的實習期間扮演很重要的角色。(7)實習教師在實習期間主要的困擾來自於實習教師身份定位不明。(8)學生的回饋是促進實習教師專業成長的原動力。(9)實習教師遇到挫折時,需要他人精神上的鼓勵,以支持其順利完成一年的教育實習。

    The educational reform has dramatically changed the system of teacher education in Taiwan. It has changed the structure of teacher education system that is driving from closed to opened, single to multiple. In the intern, it is a critical time to the quality of intern teacher’s development. So, the research focuses on the exploration of junior high school science intern teachers' professional developments in new intern system. On the base of qualitative research, the framework of this study was constructed through the literature analysis on the postmodernism from philosophy, sociology and psychology. The study collects data from four dimensions: observation of classroom, reflective journals, deeper interviews and field notes, and it focuses on professional knowledge, teaching properties, personal relationship and personal worldview of intern teachers. Researcher analyzed those dimensions and affective factors through personal character of teacher, the theory of teacher education, and the environment of intern school to understanding the relationship of intern teachers’ professional developments. The conclusions of the followings: First, an intern teacher’s identity varies from the different teacher education. Second, the selection of an intern school is an important factor in an intern teacher’s professional development. Third, teacher’s personal character is an
    affective factor in promoting a teacher’s professional development. Fourth, the group of teacher education institution is essential of the supporting palladium to intern teachers. Fifth, when an intern teacher is a new comer to a school, his educational ideas are based on his personal history of learning,
    and change with what he encounters through social interaction. Sixth, a mentor plays an important role in an intern teacher’s practice. Seventh, an intern teacher often feels uncertain of his identity. Eighth, students’ support is important to an intern teacher. Ninth, when running into a problem, an intern teacher needs some support to heighten his spirits.

    第一章 緒論..........................................1 第一節 研究動機與研究目的............................1 第二節 研究範圍與研究限制............................3 第三節 研究名詞界定與釋義............................4 第四節 師資培育制度的轉變............................9 第二章 理論基礎與相關文獻分析.......................16 第一節 教師角色.....................................16 第二節 教師的專業工作情境與專業發展階段.............18 第三節 教師專業社會化歷程...........................26 第四節 省察的類型與發展.............................34 第五節 後現代哲學理念...............................38 第三章 研究架構與研究設計...........................50 第一節 研究設計.....................................50 第二節 研究架構.....................................56 第三節 資料蒐集與研究對象...........................59 第四節 資料分析方式.................................62 第四章 研究結果與討論...............................65 第一節 A教師的實習分析..............................66 第二節 B教師的實習分析..............................85 第三節 C教師的實習分析..............................95 第四節 D教師的實習分析.............................106 第五節 四位實習教師的綜合分析與討論................120 第五章 結論與建議……………………………………….127 第一節 結論……………………………………………………127 第二節 建議……………………………………………………131 參考文獻…………………………………………………….134 附錄………………………………………………………….145 附錄一 部分訪談轉錄資料……………………………………146 附錄二 部分現場記錄資料……………………………………152 附錄三 部分反省日誌資料……………………………………155 附錄四 以Perry基模分析資料的範例……………………….161 附錄五 相關著作………………………………………………165

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