批判教育學視角下實習教師的實習困境與因應策略

本研究以批判教育學為研究理論架構，並透過質性研究之個案研究以了解實習教師的實習情境脈絡、實習困境、因應策略及這三者間的相互關係。研究對象為六位一般公立大學中等師資培育機構畢業之實習老師，透過半結構式訪談、省思札記、教學資料的蒐集後進行深入的跨個案分析。歸納出六位受訪者知覺到以下現象：（1）實習教師置身在具有科層制度、位階文化的實習場域中，權力不對等；（2）實習教師面臨角色定位模糊、缺乏實權；（3）師徒制隨機分派加上彼此對於教育改革思潮的不同步衍生師徒之間教學理念不合；（4）實習場域中蘊含的「潛在課程」使學校成為階級再製的場域；（5）實習教師在不對等的權力結構壓迫中傾向以保守的方式順應政策，但順應背後也呈現被宰制下的反霸權意識。透過六位實習教師的視角，本研究之發現期望能從批判教育學角度，提供實習機構、師資培育單位及教育當局在調整師資培育制度與培訓課程規劃上之參考。

關鍵字

實習教師；實習困境；因應策略；批判教育學

並列摘要

Using Critical Pedagogy as a theoretical framework, this multiple case study aims at exploring secondary preservice teachers' central concerns and coping strategies, their larger contexts, and how these are interrelated during internship. Six preservice teachers who graduated from the same teacher education program in southern Taiwan were recruited for this study. The data was collected through semi-structured interviews, preservice teachers' reflection notes, and other documents. The data was then analyzed for each individual case, and a thematic cross-case analysis was done. The findings suggest that: (1) preservice teachers were situated in contexts with a hierarchical structure and unequal power relationships; (2) the ambiguity of roles, lack of autonomy and ＂ownership＂ of a class were the major frustrations experienced by preservice teachers during internship; (3) the randomly-assigned mentorship roles and divergent attitudes toward educational reform led to conflicts and tensions between and among mentors and mentees; (4) the ＂hidden curriculum＂ embedded within internship resulted in reproducing hegemony in the schools; (5) the oppressed preservice teachers tended to adopt passive coping strategies in order to comply with the policies, but their actions also reflected their attempts to dismantle hegemonic power. Their determination to become teachers wavered when they experienced frustrations during internship. Related recommendations for teacher education programs are also provided.