我國高職實習輔導教師專業能力與培訓需求知覺之研究

A Study on the Mentor Teachers’ Perception of Professional Competencies and Training Needs at Senior Vocational Schools in Taiwan

蔡惠珊(Hui-Shan Tsai)

指導教授 ： 林宜玄

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2007年)

摘要

實習輔導教師的功能主要在協助實習學生融合教育理論與實務間的差距，教育實習階段必須借重實習輔導教師豐富的教學經驗以及專業素養，協助實習學生澄清教學觀念並提供創新的見解，以期縮短實習學生的轉化過程，因此實習輔導教師的專業能力攸關教育實習成效及師資培育的品質。
在新制《師資培育法》實習年限縮減為半年的變革下，實習輔導教師所扮演的角色更顯吃重，鑑於我國實習輔導教師尚無明確的能力遴選條件，進行教育實習輔導前，亦未接受過系統性培訓。而實習學生在與實習輔導教師互動時，會感覺實習輔導教師的輔導專業能力不如預期；因此暸解實習輔導教師的專業能力重要程度與具備程度，進而探討實習輔導教師專業能力培訓需求實有其必要。
本研究為逹成研究目的採用問卷調查法，以全國157所高級職業學校及65所高中附設職業類科學校的94及95學年度半年制實習輔導教師為研究對象，總計發放500份問卷，回收422份，有效問卷386份，有效問卷回收率為91.47%。本研究獲致下列結論：
一、高職實習輔導教師應具備「基本專業能力」、「學科專門能力」、「人際溝通能力」、「專業成長能力」與「實習輔導能力」。
二、高職實習輔導教師自覺已具備實習輔導專業能力。
三、不同教學年資、輔導資歷、現任職務、學校規模之高職實習輔導教師自覺的專業能力現況有顯著差異。
四、高職實習輔導教師需優先增進「基本專業能力」與「專業成長能力」。

關鍵字

教育實習輔導 ； 實習輔導教師 ； 實習學生 ； 專業能力 ； 培訓需求

並列摘要

Mentor teachers assist student teachers to intergrate the education theory and practice. During educational internship, both the abundant teaching experience and specialty of mentor teachers must be required to assist student teachers in clarifying teaching concepts and providing them with innovative opinions in order to help student teachers transfer into teachers. Therefore, mentor teachers’ professional competencies are relevant to the effects of educational internship and quality of teacher education.
After the Teacher Education Law amended in 2003, the period of the educational internship has been shortened from one year to half year, the roles of mentor teachers are more important . In Taiwan, there are no specific selection rules and no systematical training program for mentor teachers before the educational mentoring. During the internship, the student teachers may consider the mentor teachers’ professional competencies are not as good as they expected. Therefore, it is important to get a better understanding of importance and possession of mentor teachers’ professional competencies and then probe the training needs of mentor teachers’ professional competencies.
The study aimed to investigate the mentor teachers’ perception of professional competencies and training needs. In order to achieve the aims, the use of questionnaire was mainly conducted through the study. The participants in the questionnaire survey were those undergoing the half-year internship within academic year 94 or 95 at 157 senior vocational schools and 65 senior high schools. 500 questionnaires were sent, 422 subjects returned, and the number of return valid questionnaires was 386. The returned rate of valid questionnaire was 91.47%. The conclusions of the study were as follows:
1.Mentor teachers should possess basic professional competencies, subject competencies, communication compentencies, professional growth compentencies, mentoring competencies.
2.Mentor teachers have already possessed the professional competencies of mentoring.
3.There were significant differences in mentor teachers’ professional compentencies in terms of the mentor teachers’ teaching seniority, mentoring seniority, position, and school scale.
4.Mentor teachers initially should accept training of basic professional competecies as well as professional growth competencies.

並列關鍵字

educational internship ； mentor teacher ； student teacher ； professional competencies ； training needs

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