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題 名 | 英國實習輔導教師角色、職責、特質與甄選之研究=The Roles, Duties, Characteristics and Selection of Mentors--a Case Study of the British Mentoring System for Initial Teacher Education |
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作 者 | 李奉儒; | 書刊名 | 暨大學報 |
卷 期 | 3:1 1999.03[民88.03] |
頁 次 | 頁127-155+384-385 |
分類號 | 522.4 |
關鍵詞 | 實習輔導教師; 實習教師; 師資生; 英國師資培育制度; Mentor; Student; Teacher; Initial teacher/tranining/system; |
語 文 | 中文(Chinese) |
中文摘要 | 本文透過文獻分析與實地訪談等方法,探究與分析英國實習輔導教師的角色、職責、 特質與甄選,提出具體建議,以作為我國實施多元化師資培育制度後,規畫和落實學校實習 輔導教師制度的參考。 本文指出英國實習輔導教師的運作,係區分為專業與學科實習輔導教師。專業實習輔導 教師是中小學校中具有廣博經驗的成員,處理全校性和跨學科部門的相關事項,主要由學校 的副校長或資深教師擔任。學科實習輔導教師是接受師資生實習的學科部門之成員,是師資 生專業上的伙伴,其人選往往是學科主任或副主任來擔任。兩者的角色及其相對應的職責有 六種主要型式:精神的支持者、資源的提供者、專業發展的促進益者、同儕的視導者、教學 的示範者,以及學習的評量者等。 本文其次分析特約實習學校的選擇,並說明實習輔導教師的理想特質與甄選標準等。實 習輔導教師本身應具備平易近人的、誠實的、開放的、支持的、感性的、反省的、積極的、 客觀的、堅定的、有耐心的、樂於接納的、容易瞭解的、有組織力的、熱心發展教師實務的、 有豐富學科知識的、能接受新概念的,以及考慮周詳的等等特質。而實習輔導教師的甄選標 準則應考慮教師必須是有興趣並願意擔任實習輔導教師,願意接受相關的訓練課程,主動參 與專業發展,能夠呈現許多的教學風格,能夠 |
英文摘要 | This paper, by means of literature review and field interview, explores the British mentoring system for initial teacher education, with primary focus on the roles, duties, characteristics and criteria for the selection of mentors. The findings are used to offer suggestions for the innovation of the new teacher training/education system in Taiwan. Mentors, according to their roles and duties, can be divided into professional mentors and subject mentors. The former refers to a person who is in charge of whole-school and cross-department issues in a primary or secondary school. S/he in normally well experienced in teaching and administration, and is often a deputy head-teacher or senior teacher. A subject mentor is a member of a certain department that offers opportunities for student teachers to practice teaching. S/he is often a department head or deputy-head, and plays a role as the student teachers' professional friend. This paper inquires into issues such as how to choose partner schools for ITE, the ideal characteristics of mentors, and the procedures and standards for selection of mentors. The suitability of the partner school is very important, for it is the place where student teachers do their supervised teaching. A mentor's skills and personal characteristics are obviously critical as well. Based on the findings, the following suggestions are made to improve the initial teacher education system in Taiwan: building a partnership model for initial teacher education, selecting suitable mentors, constructing clear roles and duties of mentors, forming multiple relationships among student-teachers and mentors, offering free time and adequate rewards for mentors, and planning a career ladder/program for mentors. |
本系統中英文摘要資訊取自各篇刊載內容。