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題 名 | 國小師資培育機構實習指導教授遴選標準之研究=Criteria to Select Supervisory Professors for Elementary Provisional Teachers |
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作 者 | 謝文英; 胡悅倫; | 書刊名 | 新竹師院學報 |
卷 期 | 10 1997.02[民86.02] |
頁 次 | 頁379-410 |
分類號 | 522.4 |
關鍵詞 | 國小師資培育; 實習指導教授--師院(大); 實習輔導教師--實習機構; Supervisory professors; Cooperating teachers; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國小師資培育機構實習指導教授遴選標準,以提供有關當局研訂 遴選標準之參考。 本研究採用文獻分析法、問卷調查法、座談法,以及自編之調查工具進行調查研究。主要的 調查對象為九所師院教授、教育部、廳、局行政人員及督學、國小校長、主任、教師,以及 八三級九所師院結業實習教師。 本研究共寄出問卷 1,750 份, 回收 995 份, 回收率為 56.86 %,回收有效問卷 907 份,可用率為 91.16 %。 研究結果發現: 國小師資培育機構實習指導教授應具備之資格條件, 至少須包括下列二個領域 8 項標準, 各領域的標準之重要性順序依次如下: (一)專業背景 1. 熟悉小學各項教學形式與內容。 2. 能掌握國小教育特質,並能結合理論與實務。 3. 具良好的人格特質,以為實習教師及實習輔導教師之表率。 4. 富有教學經驗及熱忱。 (二)輔導能力 1. 具敏銳的觀察與分析能力,瞭解實習教師的需求,適時給予協助。 2. 具溝通協調能力,能促進實習教師、實習輔導教師及實習學校間的互動與保持良好的溝 通。 3. 能像實習輔導教師一樣向實習教師提供各種可能的教學技巧及方式。 4. 能對實習教師的表現,提供實習輔導教師及實習教師適當的回饋。 |
英文摘要 | The main purpose of this study was to examine the criteria to select supervisory professors for elementary provisional teachers. This study employed self-devised questionnaires on the educational professors of teachers' college, administrators and supervisors of Ministry of Education, Department of Education and Bureau of Education, principals, grade principals, elementary teachers and elementary provisional teachers, who graduated from teachers' colleges in 1994. The copies of questionnaire dispatched were 1,750 in total, and 995 among them were re-collected; hence the percentage of the copies shipped back yielded 56.86. Effectual copies among the answered questionnaires amounted to 907, accounting for 91.6 % of collected copies. The finding showed that: The qualifications and characteristics to be weighed in selecting supervisory professors from universities and colleges rearing provisional teachers include at least the following 8 criteria from 2 categories. Listed below are these standards, according to the chain of importance: a.Professionalism 1.To know very well with each teaching mode and contents of elementary education. 2.Can have control over elementary education and combine theories with teaching practice. 3.Has an upstanding personality so as be the model of both cooperating teachers and provisional teachers. 4.Has substantial teaching experience and zest in education. b.Competency in guidance 1.Adroit in observation and analysis; can apprehend provisional teachers' needs and pinpoint the right time to offer assistance and instruction. 2.Is capable of communicating and tuning, of furthering the interaction between cooperating teachers, provisional teachers and the school, and of maintaining good contacts between them. 3.Can, along with copperating teachers, offer feasible teaching skills and modes to provisional teachers. 4.Can extend feedbacks to cooperating and provisional teachers in accord with the performances of provisional teachers. |
本系統中英文摘要資訊取自各篇刊載內容。