認知學徒制對實習生專業社會化之研究

本研究旨在因應師資培育法新制，以「認知學徒理論」融入「教育實習」輔導活動，設計「認知學徒制」行動研究，以探討實習生專業社會化認知內涵及其影響。為達此目的，本研究以商科、資處科、國文、體育、美術及幼保等科系的實習生計六位為研究對象。採用參與觀察、深度訪談及撰寫實習日誌等方法，運用ATLAS.ti質性研究資料分析電腦軟體，配合關鍵事件分析法(critical incident technique; CIT)、「校正分析歸納法」及「恒常比較分析法」分析資料。研究結果顯示，認知學徒制教育實習輔導活動具有教師職業角色發展功能，實習生在認知學徒制教育實習行動研究，有不同專業社會化認知內涵。

關鍵字

認知學徒；師資培育；專業社會化

並列摘要

The study integrated cognitive apprentice theory into Teaching Practicum, developed cognitive apprentice action program, and designed action research program and carried out action teaching. In addition, the study analyzed action research program effect and explored the content of profession socialization of cognition change to adjust New Teacher Education Law and to improve profession socialization of students in teacher education program. To achieve this goal, the subjects were six student-teachers at National Yunlin University of Science＆Technology. Participant observation, interview and learning portfolio were used to collect related documents. Also, critical incident technique (CIT) was used and decoded by ATLAS.ti software to do qualitative analysis and understand the content of professional socialization conception and the changing process of students in teacher education program. The results indicate those factors, including externally supported, transitional, self-regulatory and the teacher examining, affect results of socialization of professional of student teachers.