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題 名 | 提升國小初任教師班級常規經營之教學輔導歷程分析=Analysis of the Mentoring Process of the Elementary School's Beginning Teachers to Improve Classroom Discipline |
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作 者 | 張素偵; 張德銳; | 書刊名 | 初等教育學刊 |
卷 期 | 30 2008.08[民97.08] |
頁 次 | 頁35-62 |
分類號 | 523.35 |
關鍵詞 | 教學輔導; 初任教師; 班級常規; 班級經營; Mentoring; Beginning teachers; Classroom discipline; Classroom management; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討提升初任教師班級常規經營之教學輔導歷程及其成功因素,進而提出結論與建議,俾供教育行政單位、國小校長及相關教師推動教學輔導決策與執行之參考。 為達成研究目的,本研究以訪談法為主,文件分析法及焦點團體座談為輔。訪談及焦點團體座談對象為成長國小(化名)低、中、高三個年段、教學輔導成功個案,每個個案均含教學輔導教師及初任教師,共計三個個案、六位受訪教師。文件分析法係針對受訪學校所提供之教學輔導相關資料,進行內容分析與編碼,並與訪談之內容進行交叉比對與檢核,以增加研究之信、效度。 研究結果發現提升初任教師班級常規經營之教學輔導歷程可分為「初任教師班級常規經營困境」、「教學輔導教師對夥伴教師之困境覺察」、「進行輔導」、「輔導歷程困境與排除」及「班級常規經營改善情形」等五個階段;教學輔導成功因素包括「同質配對」、「多位輔導教師共同輔導」、「依需求自選輔導教師」、「定期與非定期聚會並行」、「鼓勵教師自我成長」、「行政協助教師主導」、「教學輔導或夥伴教師專業成長動機均強」、「願意傳承成功經驗」、「合宜的制度領導者」及「不強迫老師參加」。 |
英文摘要 | The purpose of this study was to explore the mentoring process of the classroom discipline of the elementary school’s beginning teachers to improve classroom discipline, and its successful elements for providing recommendations as reference measures to decision making of educational agencies, elementary school principals and teachers. The study was conducted by interviews, document analyses and focus group interviews. Six teachers in three successful cases selected from Growth Elementary School (alias) were interviewed and had panel discussion, including three mentors and three beginning teachers. Document analyses were used to check the information provided by the six interviewees. The research findings may conclude that the mentoring process included : difficulties of beginning teachers’ classroom discipline, mentoring teachers’ perceived difficulties of beginning teachers’ classroom discipline, mentoring, solving difficulties and problem of mentoring process, and improving condition of beginning teachers’ classroom discipline. The successful elements of mentoring process were: matching the same teaching grade of mentor and beginning teachers, co-mentoring, mentoring teachers’ selection based on beginning teachers’ needs, holding regular and irregular meetings, encouraging teachers’ professional growth, teachers’ predominance in the process, mentoring and beginning teachers’ strong motives, giving successful experience with a will, suitable leader, and no coercing teachers into the mentoring program. |
本系統中英文摘要資訊取自各篇刊載內容。