論協同教學的實施與師資培育因應之道

本文主要目的在探討如何培育協同教學的師資。全文分為三部分：(1)協同教學與統整課程的關係，(2)協同教學的性質與師資培育的方法，(3)如何培育教師團隊領導人。本文採用文獻分析法進行探討，指出：協同教學比一般個別教師的教學更困難；協同教學固然有其利弊得失，卻是實施九年一貫課程統整教學的利器，由於協同教學的提倡，必然促成教學團隊的形成，使教師領導者應運而生，故師資培育機構應加強培育未來學校的領導人才。本文最後提出四個建議：(1)培養師資生力求精進的態度－從情感支持至理智批判、從多科整合至超學科整合，(2)堅強團隊是個別優秀教師之組合，隨機教學更需要教師個人淵博的學識，故應廣開進修管道，培養教師更多專長，(3)呈現協同教學正反兩面之意義，從合作學習出發、使師資生體驗團隊工作情境，(4)拓展師資生領導機會，學習教學團隊領導知能。

關鍵字

協同教學；教學領導；師資培育

並列摘要

The main purpose of this article is to study how to train and educate teachers for the implementation of co-teaching. It contains three parts: (1) the relationship between co-education and integrated curriculum, (2) the nature of co-teaching and methods of teacher education, and (3) how to train and cultivate leader for a teacher team. After document analysis, it indicate that (1) there are some advantages and disadvantages in co-teaching, (2) teaching through teamwork is more difficult than teaching by oneself, (3) to train and cultivate leader for school is very important task of teacher education institute. At last, it proposes four suggestions: (1) to cultivate the attitude to pursue continuous progress and improvement-from friendly support to rational criticism as well as from multidisciplinary curriculum to transdisciplinary curriculum, (2) to offer the opportunities for advance study to cope with the need of random teaching so as to upgrade and augment the specialties of teachers, (3) to experience the working environment of the team from cooperative learning, and (4) to expand the opportunities for pre-service teachers to learn the ability and knowledge of instructional team leadership.