以雲端平台組織探究社群培養職前教師專業知能之設計式研究

現場教學是職前教師的重要學習經驗，唯在有限時間內兼顧理論和實務，實為教學見習的一大挑戰。近年雲端運算實現具備真正協作的數位平台，使研究者相信師資生能透過協作平台提供的討論、共享、共創、互評等雲端共備行動，提升見習品質。本研究以一所公立大學12位見習教師運用雲端協作平台進行教學共備的互動歷程，以探究社群理論為分析架構，經由線上協作平台的輔助，支持師資生的見習準備，創塑見習生與師傅教師的虛擬探究社群。本研究以設計式研究為方法，透過不斷巡迴修正的方案藉以達成研究目的，收集多元質性資料作交叉分析，透過深度訪談的方式，探討職前教師在見習過程中的學習經驗、探究社群經驗、雲端平台使用經驗及其教師專業成長之改變。訪談的內容則透過線上環境參與觀察見習生的專業成長活動、學生的自評、師傅教師的評分、以及研究者的田野筆記作為檢核。本研究主要結果有三：探究社群的示現形構是動態脈絡的、設計式研究能捕捉探究社群的互動歷程、探究社群的建造呼應了職前教師的專業成長內涵。本國外教育見習的設計式研究除了協助師資生有效從實習歷程中自省精進，並可作為未來國外見習與職前教師實習方案之設計依據。

關鍵字

雲端協作；探究社群；職前教師專業發展；師資培育；教師實習

並列摘要

Student-teaching is one of the key learning experiences in preservice teacher education whereas implementing both practicable and theory-rich teaching practicum within a restricted time frame is challenging. The purpose of this thesis research is to design an oversea internship program that incorporate cloud platform as the learning environment for 12 preservice teachers in a public university. Taking Community of Inquiry (CoI) as theoretical framework, the researcher designed a cloud-based learning community for mentors and student teachers to professionally develop their teaching expertise and collaboratively prepare and proofread their teaching plans. Design-based Research was applied to revise and improve the design and development of this online learning community through multiple iterations. Multifaceted qualitative data was collected, analyzed, and triangulated, including system logs, archives in the Google Team Drive, mentor assessments for professional development, self-reported survey, in-depth interview, and the researcher’s field notes, to understand preservice teachers’ professional growth, community experience, and learning experience in both the cloud environment and the internship program. The study has three conclusions: The formation of three presences (teaching, social, and cognitive) in a community of inquiry is contextually dynamic and interactive; the DBR successfully captures the interactive process in the community of inquiry; the development of the community of inquiry echoes professional development of these studied preservice teachers. The outcomes of this study shed lights not only in the effective internship practices for preservice teachers, but also in the improvement of future internship programs.