我國高級中等學校初任教師輔導需求及導入方案內涵之研究

A Study on the Beginning Teacher’s Needs of Guidance and Induction Program Content at Senior High Schools

劉怡萱(Yi-Hsuan, Liu)

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

教育部於2002年修正《師資培育法》，將教育實習納入師資職前教育課程，並將實習期程由一年縮短為半年，因而可能延長初任教師的摸索期或加重挫折感。同時初任教師到學校服務後，多半會感到自己並未得到適當的專業輔導或發展協助。鑑於初任教職的前三年，可說是教師生涯發展中最具挑戰性與關鍵性的時期，亦是未來能否成為優良教師的關鍵，因此，瞭解初任教師的輔導需求及探討初任教師導入方案內涵為重要課題。為逹成研究目的，本研究採用問卷調查法，以全國293所高級中等學校三年內初任教師為研究對象，總計發放450份問卷，回收445份，有效問卷415份，有效問卷回收率為93.3%。同時，進行專家訪談法，選取4位初任教師導入方案領域的專家為訪談對象，以探討初任教師導入方案內涵。本研究歸納的結論如下：
一、初任教師有輔導需求，且以職前講習及專業發展的需求較為殷切
二、兼任行政的初任教師相對較需要輔導協助
三、私立學校的初任教師對導入輔導與專業發展的需求高於公立學校教師
四、任教大型班級的初任教師的導入輔導需求高於小型班級的教師
五、初任教師導入需自報到起，並以兩年為宜
六、初任教師導入需有法規規範及經費補助
七、導入輔導教師的遴選與培訓需訂定標準
八、初任教師導入需有評量機制

關鍵字

初任教師 ； 輔導需求 ； 導入方案

並列摘要

The Ministry of Education amended the Teacher Education Act in 2002, incorporating educational internship with pre-service training and reducing one-year educational internship interval into half-year. This difference may lead the prolonging of beginning teachers’ grope or increasing of frustration. Meanwhile, most beginning teachers may not experience sufficient profecisonnal or assistance of development. Accordingly, the first three years serving in the school should not only be the most critical period for future development, but also the key for being a mentor teacher, investagting the needs of guidance and accessing induction program content of the beginning teacher therefore become an important issue. To this end, the present study distributed questionnaires for the beginning teachers who serve within three years from 293 high schools, representing 450 questionnaires in total with 93.3% recover rate of vallid questionnaires. Furthermore, authority interviews with 4 experts were also used to explore the induction program content. Conclusions derived from the present study are as following:
1.The beginning teachers do have needs of guidance, particulary more solicitours for pre-service workshop and profeccenal development.
2.Teachers with administrative position relatively need more assistance of guidance.
3.The beginning teachers who serve in private schools require more needs of induction guidance and profeccional deveolpment than those who serve in public schools.
4.The beginning teachers who serve in bigger class require more needs of induction guidance than those who serve in smaller ones.
5.It is apporpriate that the induction program shohld be instituted from checking in the school and lasted for two years.
6.To establish the regulations regards to induction program and to draw up the financial allowance.
7.To conduct the criterion of selection and training for induction.
8.The induction evaluation of the beginning teachers is needed.

並列關鍵字

Beginning teacher ； Needs of guidance ； Induction program

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