教育學程學生在“短期校外教學實習期間”教學專業化省思歷程之研究

本研究係以行動研究法，探討教育學程學生在「短期校外教學實習」期間教學專業化省思歷程的內涵，為達此目的，研究者以修習「教學實習」課程的教育學程學生計21名為研究對象。本研究除了以現場觀察及錄影記錄學生的教學情形，並輔以教學能力量表、短期校外教學實習省思日誌及學習歷程檔案等方式搜集資料，以探討教育學程學生在「短期校外教學實習」期間，建構學科知識、教學知識、學生知識及教育理念等過程，以瞭解「短期校外教學實習」對教育學程學生教學專業化的影響。本研究分別以不協調、綜合、實驗及統整等四個階段，探討研究樣本的省思內涵，並依據研究結論，提出下列建議，分別是：1.加強教育學程學生的教室觀察能力，2.強化教育學程學生暸解學生特質的知識，3.提昇教育學程學生的問題解決能力，4.加強師資培育學校以實務教學為導向的課程設計等四項，以提供有關單位之參考。

關鍵字

師資培育；專業成長；教學省思

並列摘要

This paper employs action research to explore contents of the reflective process of instruction professionalism of vocational student teachers during the short-term teaching practicum period. To achieve this goal, the subjects are twenty one students who take a course of teaching practicum in the center for teacher education program and data collecting from videotaping teaching process of student teachers, classroom observations, questionnaires of instructional competence, teaching diaries and portfolios aims at discussing the reflective process of instruction professionalism and strategies of resolution in content knowledge、pedagogical knowledge and students knowledge as well as educational concept. The results indicate that the reflective process of instruction professionalism of vocational student teachers can be divided into four steps: discordance, synthesis, experiment and integration during the short-term teaching practicum period. Also, findings show that the competence of using pedagogic is significantly improved and competence of planning instruction is the next during the short-term teaching practicum period. Based on conclusions, the study provides four suggestions to relevant organizations and future researchers for reference as follows. 1. Enhance the vocational student teacher's ability of classroom observation. 2. Improve the vocational student teacher's knowledge of students' characteristics. 3. Enhance the vocational student teacher's ability of problem solving. 4. Increase the practice-oriented course design in the teacher education.