師資生實地學習之分析

The Analysis of Pre-service Teachers' Field-Based Experience

方金雅(Chin-Ya Fang)

《國民教育學報》 14期 (2017/12) Pp. 1-28

摘要

教育部自103學年度規範師資生在修習教育學程期間應至中小學現場實地學習，至於進入中小學的時間安排或課程設計，則由各師資培育大學自行規劃與指導。本研究擬瞭解實地學習新制度的實施情況，包括師資生進入實地學習的時間點？師資生實地學習的情形大致如何？透過實地學習，師資生的收穫為何?因此，本研究以師資培育大學的103學年度及104學年度的理工與科技領域的師資生共62人為主要研究對象，共計有127份實地學習成果報告進行分析，並加入ＫＷＬＱ的學習報告與提問分析。分析方法主要以量化基本描述和質化文件分析。研究結果發現：1.多數師資生於第二年修課再進行實地學習；2.師資生透過實地學習，學習到行政、班級和教學的面向；3.藉由實地學習，師資生對班級經營能深入的了解；4.藉由實地學習，師資生學習多元的教學方法與技巧；5.實地學習增強師資生對教學的信心與熱誠。

關鍵字

實地學習 ； 師資生 ； 觀課 ； 議課

並列摘要

In 2014 academic year, the Ministry of Education stipulated pre-service teachers of the primary and secondary schools need to partake in field-based experience, and the schools of teacher education can map out the entry timing and curriculum design to control their own affairs. The following issues would be discussed in this paper, including: What are the learning situations for pre-service teachers? What would they gain from the field-based experience? Does interdisciplinary learning exist while pre-service teachers are on the field-based experience? The participants in this study were 62 pre-service teachers from college of science and technology on 2014 and 2015 academic year. In total about 127 field-learning and KWLQ reports would be analyzed. Also, quantitative and qualitative analysis would be used for data analysis in the study. The results were as follows: First, most of the pre-service teachers put the learning into practice near the last half of the field-based experience. Second, they could improve their school administration, teaching, and class management competences through field learning. Third, they could acquire more knowledge about class management and pedagogy. Fourth, multi instructional methods and techniques would be built up by field-based experience. Fifth, their confidence and enthusiasm for teaching would be gained and inspired.

並列關鍵字

field-based experience ； pre-service teachers ； lesson observation