是不情願還是力不從心？從第一線教師視角分析學習扶助方案的挑戰－以台南市國小為例

Unwillingness or Inability? Challenges of Remedial Instruction from the Perspective of Frontline Teachers-The Case of Elementary Schools in Tainan City

郭怡靜(Yi-Ching Kuo) ； 林素微(Su-Wei Lin)

《教育學誌》 52期 (2024/11) Pp. 81-104

摘要

本研究以11位學習扶助第一線教師為對象，採用文獻分析法以及深度訪談法，探討他們對於學習扶助的看法與認知，以及在實施學習扶助方案過程中所面臨到的問題與挑戰，並分析影響其工作意願的程度與因素。研究結果顯示，學習扶助第一線教師主要問題源自與學生互動，受到方案規定、學生及家長心態及教師自我背景因素所影響；本研究將學習扶助教師分為三種型別，並提出相應的管理建議：對有意願但缺乏能力的教師，應提供增能機會並減輕授課壓力；對無意願但有能力的教師，應強化激勵措施並消除障礙；對有意願且有能力的教師，應協助減少壓力、保持熱情並提升能力。

關鍵字

工作意願 ； 學習扶助

並列摘要

This study focused on 11 teachers involved in the Project for the Implementation of Remedial Instruction (PIORI), utilizing document analysis and in-depth interviews to explore their perceptions of remedial instruction and the challenges and issues they faced during the implementation of remedial instruction. It also analyzed the factors that influenced their willingness to work. Findings revealed that challenges arose from interactions with students and were influenced by project regulations, as well as student and parent attitudes and teachers' backgrounds. Teachers were categorized into three types based on willingness and abilities, with tailored administrative recommendations: First, for willing but less skilled teachers, professional development opportunities were provided, and teaching pressure was reduced. Second, incentives were enhanced, and barriers were removed for skilled but unmotivated teachers. Finally, for those with both willingness and ability, support focused on managing stress, maintaining enthusiasm, and improving skills. These recommendations guided educational authorities and school administrations in managing remedial instruction teachers effectively.

並列關鍵字

willingness to work ； remedial Instruction

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