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題 名 | 學士後師資班應用「師徒式教育實習模式」之初始經驗及省思=Some Initial Experience and Reflections on Implementing a Mentoring Practicum Model for the Post-Bacclaureate Teacher Candidates |
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作 者 | 陳嘉彌; 汪履維; | 書刊名 | 臺東師院學報 |
卷 期 | 11(下) 民89.12 |
頁 次 | 頁21-52 |
分類號 | 522.68 |
關鍵詞 | 師資養成教育; 學士後師資班; 教育實習; 師徒式教育實習模式; Teacher education; Post-bacclaureate teacher candidates; Practicum; Mentoring practicum model; |
語 文 | 中文(Chinese) |
中文摘要 | 「師徒式教育實習模式」在師範學院之教育實習課程中已實施一段時間 (1995-1999)。其基本構想是:教育實習課程利用真實教學世界(real world)內之人、 事、時、地、物等相關資源,提供實地經驗(field experience),再透過學習者對經 驗的省思與批判,幫助他們整合在師資培育機構之課程所學之概念與知識,做為 其觀察現實教學世界中各項活動的基本架構。模式實施以師範學院的教育實習課 程為主,其架構分為教育實習「全方位介紹」、「見習及助教」、「部份時間教 學實習」、及「全時間教學實習」等四個階段。基本上,它可應用於兩年(對師 範學院),或一學年(對師範大學或一般大學之教育學程)的一種教育實習的教學策 略。 由過去的行動研究發現,師徒式教育實習模式實施於二年期的教有實習課程確有 其實質成效。然而,適用二年期的師徒式實習模式是否也可應用於一年的實習課 程,特別是對學士後師資班的學生,他們是否也能在一年的學習中,藉此實習模 式有效地建構有關教學的實務經驗,進而協助其學習與理解一些相關的教育理 論? 本文即在對學士後師資班所實施的「師徒式教育實習模式」進行反省與檢視的工 作。希冀經由這個模式的試行、參與、省思興討論,對目前所採用的策略進行修 正工作,以提供未來一個更有效培訓學士後師資生的教有實習策略。 |
英文摘要 | Mentoring in teacher education has gained much attention and heightenedmomentum in both research and practice in the recent years. It is considered as apromising practice in improving the quality of teacher preparation or induction. A Mentoring Practicum Model was developed by the first author of this paper.Basic idea of the model is based on the assumption that by making full use of variousresources in the "real world of teaching" to provide more diverse and abundant fieldexperiences, and facilitating them with critical reflection of the learners, thepracticum course may be more able to help teacher candidates integrate their studiesfrom teacher education institutions and construct their own frameworks forunderstanding reality. The model consists of four consecutive stages: 1) orientation,2) participation and assistance, 3) part-time practice teaching, and 4) intensive studentteaching. It has been applied to the two-year practicum course in the undergraduateteacher preparation program since 1995. The authors have been exploring ways to modify the model and implement it onthe one-year post-baccalaureate teacher preparation program. Whether and in whatways the teacher candidates would benefit from the experience was the focus of thecurrent study. This paper presents some initial reflections and insights gained from the first runof implementing the model on the post-baccalaureate teacher candidates. From theirself-reported experiences and comments, the model showed certain positive effects onmost of its participants. However, limitations still existed. Through conceptual,structural, contextual, and practical analyses, the authors discussed ways of lookinginto and overcoming such limitations to further enhance the effects and effectivenessof the model. |
本系統中英文摘要資訊取自各篇刊載內容。