「雜」學校—國中實習教師文化之研究

教育實習作為師資培育的必經階段,幫助實習教師從實務現場中學習與成長,對實習教師來說為一大重要時期。因此本研究欲以實習教師文化為核心, 了解國中實習教師文化的樣貌。本研究以北部地區一所國中(化名為平安國中)為研究場域,採取質性研究取徑,運用焦點團體訪談、個別訪談、文件分析等方式,了解平安國中實習教師文化的樣貌。藉由焦點團體訪談先初步了解平安國中實習教師的實習生活樣貌、其人際關係以及相關處境等,再從個別訪談中挖掘更深入之資料,並輔以實習教師與學校提供文件之檢閱,檢證訪談後分析所得並理解平安國中實習教師之觀點,進而提取實習教師文化所蘊含之信念與行動。本研究結果呈現國中實習教師文化樣貌,說明實習教師在教育實習中歷經適應與探索、衝擊與茁壯、成型與選擇三階段,並且點出實習教師文化之主要特徵,包含多變的角色、學做人的修行與正向成長的團體,亦分析影響實習教師文化之因素與實習教師之能動性,並說明實習教師在實習過程中漸趨務實,最後針對教育實務與研究提供相關建議與反思。

關鍵字

實習教師；教師文化

並列摘要

Educational internship is an indispensable stage for intern teachers. Helping intern teachers to learn and grow from the practical scene, educational internship is an important period for intern teachers. Therefore, the purpose of this study is to explore the culture of junior high school 's intern teachers. This study takes a junior high school named Ping-An junior high school (pseudonym)as the research area. To know more about the culture of Ping-An junior high school’s intern teachers, I use qualitative research methods like focus group interviews, individual interviews, and document analysis to make the research more stable. This study shows the result of the culture of junior high school’s intern teachers and explain the development of intern teachers in different stages of educational internship. Also I point out the main characteristics of the intern teachers’ culture. The factors that affect the intern teachers’ culture and the agency of the intern teachers are also analyzed. At last, I provide personal reflections and advices.