臺北市國中體育教師擔任實習輔導教師之現況調查

The survey of junior high school PE teachers as mentor teachers in Taipei city

翁家琦(Chia-Chi WENG)

指導教授 ： 掌慶維

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2010年)

摘要

本研究主要目的有三：一、瞭解臺北市國中體育教師擔任實習輔導教師的情況；二、分析影響體育教師擔任實習輔導教師的因素；三、探討不同背景變項之體育教師與擔任實習輔導教師意願的關係。以「臺北市國中體育教師擔任實習輔導教師之現況調查」問卷為研究工具，針對臺北市國中體育教師，依12個行政區進行分層隨機抽樣的調查，共發放31所學校，209位體育教師。依結果所得的結論如下：
一、實施的現況
(一) 體育教師普遍透過舊經驗的分享與討論來促進專業能力，因此，體育教師對於輔導實習生都有中高程度的自信。然而，教師的自我知覺能力與輔導能力之間的問題，仍待進一步的探究。
(二) 目前沒有實際的獎勵措施，只有透過口頭表揚及頒發感謝狀的形式獎勵實習輔導教師，然而體育教師所期望的獎勵是「減課」，也可彌補與實習生互動的時間。
二、影響因素
(一) 輔導教師在輔導實習生的過程中，一方面能促進專業成長，另一方面又能增加工作成就感，再加上體認教育實習輔導的重要，這對教師本身而言是無形的獎勵。
(二) 體育教師不願擔任實習輔導教師的因素是，一方面沒有實質的獎勵作為誘因，二來是教師身兼數職，在分身乏術之下，無心力與時間再接下實習輔導教師的職務，再加上實習生學習意願不高，因而影響體育教師擔任實習輔導教師的意願。。
三、有實習輔導教師經驗的體育教師，能複製舊的經驗運用在新實習生的身上。因此，有擔任實習輔導教師的經驗與擔任實習輔導教師意願之間有低強度的相關。

關鍵字

體育教師 ； 實習輔導教師 ； 實習生 ； 實習輔導教辦法

並列摘要

This study aimed to (1) understand the current situation of middle school PE teachers in Taipei City as mentor teachers, (2) analyze the factors that affect PE teachers to be willing to become mentor teachers, (3) explore whether PE teachers’ background influences their willingness to become mentor teachers. The study used questionnaire as method. Furthermore, it used stratified sampling from 209 Junior high school PE teachers in 31 schools, and in 12 administration were as in Taipei City. The results of this study were as follows:
1. The current situation
(1) In general, PE mentor teachers promote student teachers’ professional abilities through sharing and discussing their past experiences. Therefore, they have above average confidence in their student teachers. However, more research should be done about whether the mentor teachers’ self-consciousness matches with their abilities of supervising.
(2) There were no real rewarding methods to award mentor teachers nowadays, only by oral praises or certificates of appreciation. Nevertheless, PE mentor teachers would anticipate to be awarded by “reducing classes”, which can also compensate the time they spend on interacting with student teachers.
2. Factors
(1) In the process of supervising, it not only promoted professional development but also increased the sense of achievement. In addition, mentor teachers recognize the importance of student teaching. These are invisible rewards to mentor teachers.
(2) The reasons that PE teachers didnot like to be mentor teachers were: (1) no real rewards as incentives (2) playing many roles at school. They had their hands full with work, so they did not have time and energy to be mentor teachers. Furthermore, student teachers’ motivations to learn are not high, which affects PE teachers’ willingness to become mentor teachers.
3. PE teachers who had experiences of being mentor teachers could apply the past supervising experiences to new student teachers. Therefore, there was a low correlation between experiences of being mentor teacher and the willingness to be mentor teachers.

並列關鍵字

PE teachers ； mentor teachers ； student teachers ； student teaching supervision methods

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