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國小自然領域師資生實習日誌的教學省思內容及層次分析
Analysis the Level and Content of Teaching Reflection on the Pre-Service Elementary School Science Teachers' Teaching Journal
摘要
實習日誌是師資生在教學實習期間幾乎每日必須的紀錄，它賦予教學省思的內涵，提供師資生察覺自己的實習行為，促進思考、檢討教學、改進策略，使師資生能經由省思再建構出自己的教學專業。本研究旨在探討國小自然科師資生在實習期間（3週集中教學實習至半年教育實習階段）其教學省思的實踐現況，且進一步思考如何提升師資生教學省思的層次與內涵。研究對象以4位自然科師資生為個案，針對其教學省思對象、省思層次及省思內容等議題進行探究與分析。資料蒐集包含大學四年級3週集中實習日誌、五年級教育實習週誌及訪談資料等進行內容分析。研究發現，師資生教學省思對象類型以「自身」為主，比例約占50.0%；師資生其教學省思層次以「技術的」層次為主，比例約占60.3%，其省思偏向單純的描述課堂問題；師資生教學省思內容，包含對教育環境、教學信念及教學技巧（數位科技融入）等面向。依據前述分析所修正的實習日誌格式，給其他5位師資生填寫，發現修正後的日誌格式能引導師資生提升省思的層次。研究省思認為教學省思應落實在實習課程中，精緻化引導的問題，並擴大研究對象進行深入的實證研究分析，讓教學省思成為教師的專業發展模式，提升教師的教學成效。
並列摘要
The purpose of this study was to explore the teaching journals of pre-service science teachers during their practice teaching, and to further consider how to improve the pre-service teachers' teaching reflection. Participants included four teacher interns. Collected qualitative data included the interns' teaching diaries, questionnaire surveys completed interns and researcher-intern interviewers. Results show that pre-service teachers' diaries included information describing: (1) themselves (about 50.0%); (2) classroom problems but without proposing solutions to these problems (about 60.3%); (3) education environment, teaching beliefs, teaching skills, and digital technology integration. Another aspect of the teachers' diaries that investigators looked at was (4) the different log (diary entry) formats the teachers used. In addition, this study proposed three suggestions. An intern's teaching reflections should (1) be included in a future teacher's internship practice and (2) be guided to prevent problems typically encountered when interns use teaching diaries. Future investigators may also wish to (3) expand the number of participants when conducting in-depth empirical research. Intern teaching reflections provide a good basis upon which future professional development models can be designed to improve teachers' teaching effectiveness.