本文就教育實習之意義與內涵進行理論探討,對教育實習之過程、方法及問題等進行文獻蒐集與評析。希望對教育實習的整體狀況再次描繪出一個詳細而切合時代的的圖像。在教育實習的意義上,除了應使教育理論與學校實際相互結合印證外,更應以系統化的組織來實現教育實習的目標。在內涵上,除了注重班級教學的實務外,更應擴展視野,與整體學校及社會脈絡相互結合。 在教育實習的過程中,教育實習的影響因素相當廣擴,包括:1.應有良好的法規與制度;2.系統化組織教育實習目標及內涵;3.慎選實習合作學校及輔導教師;4.大學指導教師應有充份的時間參與;5.加強各輔導教師之人際溝通及輔導成人後進的知能。至於教育實習輔導及視導方面,首先應重視實習教師、輔導教師、大學指導教師三方面的配合,依實習教師進步的階段以不同角色、不同方法來進行以強化實習效果,更應依實習教師個別差異實施適合其需求的視導,同時也培養其與他人合作的能力,不斷在經驗中反思自己教學的優缺點,確認有效之教學模式,成爲一位能夠勝任的優秀教師。
The study reviews the theoretical framework of educational internship from the views of the purpose, Content, process, supervision, and issues, etc. The work of the front researchers have found (i) the purposes of internship should be systematically designed practicum experience, (ii) the contents of internship should include teaching practice, classroom management, school administration, professional conference and social community activities, (iii) the process of internship should be based on collaboration among student teacher, mentor and supervisor. From the literature, the author also finds that there are still areas of concern, including the student teachers' career commitment, the mentors' teaching styles, the shortage of time of supervisors and the program of the school induction.