輔導新手教師親師溝通之研究

Study on Counseling Novice Teachers on Parent-Teacher Communications

曾玉娣(Yu-Tu Tseng)

指導教授 ： 梁珀華 ； 王為國

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2010年)

摘要

本研究主要是探討幼托園所親師溝通的情形及新手教師接受學校親師溝通輔導後的成長歷程。研究目的依序為新手教師在幼托園所親師溝通的現況、師傅老師輔導新手教師親師溝通過程及輔導策略對新手教師的影響、師傅教師在輔導過程中的困境與解決之道、新手教師專業成長。為了達到此研究目的，本研究採取行動研究方法，以三位幼托園所教師及兩位幼托園所主管為研究對象，透過訪談方式進行資料之蒐集。本研究獲致之結論歸納如下:
1.從新手教師在幼托園所親師溝通現況發現，新手教師較不重視穿著、學習較沒有目標、沒有勇氣接聽電話、不敢主動與家長溝通、不能完全了解家長的需求、專業能力需再精進及自信心不足等問題。
2.師傅老師輔導新手教師親師溝通過程中，可以透過認知師徒制的六個步驟，循序漸進培訓新手教師親師溝通的能力、提升新手教師的專業形象、建立自信心並培養出勇於挑戰不怕困難的精神。
3.師傅教師在輔導過程中經常遭遇到新手教師觀念不容易改變、師徒教導的方式較費時、新手教師之想法難以瞭解及新手教師突發狀況較多等困境。這些困境可以透過建立良好的師徒關係、師徒間的坦誠溝通及事前的親師溝通練習來解決。
4.經過學校完整的專業訓練，在個人方面除了增長新手教師親師溝通表達技巧及更有自信之外，更提升新手教師個人的競爭力，在家長溝通方面亦可提供正確的教養方式給家長，讓家長成為老師助力。
最後依據研究結果提出省思與建議，提供日後帶領新手教師的依據及未來研究方向的參考。

關鍵字

親師溝通 ； 幼托園所 ； 新手教師

並列摘要

The study mainly focused its investigation on the parent-teacher communication issues at the kindergarten and nursery centers and the maturity process experienced by the novice teachers upon receiving parent-teacher communication counseling from the school. The sequential purposes of the research study were to reveal the existing parent-teacher communication issues encountered by novice teachers at the kindergarten and nursery centers, the process of counseling novice teachers on parent-teacher communications by the master teachers and the impact of the counseling strategies on the novice teachers, the dilemmas encountered by the master teachers during the counseling process and corresponding resolutions, and the professional gains by the novice teachers. To achieve the research purposes, the study adopted the Action Research Methodology and targeted three teachers and two supervisors from the kindergarten and nursery centers as participants.
The information was collected through the conduction of the interviews. The conclusions obtained from the study were compiled as below:
1.Based on the existing parent-teacher communication issues faced by the novice teachers at the kindergarten and nursery centers, it was discovered that the novice teachers often did not pay sufficient attention to the dress codes, exhibited unclear learning objectives, lacked the courage to answer the phone calls, acted passively communicating with the parents, did not understand the needs of the parents, and presented insufficiencies in expertise and confidence.
2.During the process of counseling novice teachers on parent-teacher communications, the master teachers could apply the six steps of the cognitive apprenticeship to gradually cultivate the novice teachers’ parent-teacher communication competency, enhance the novice teachers’ professional image, build confidence, and cultivate the spirit of accepting challenges and overcoming obstacles.
3.During counseling, the master teachers often encountered difficulty in changing the novice teachers’ beliefs, or apprenticeship was more time-consuming, or that the novice teachers’ line of thinking was difficult to comprehend, and the novice teachers exhibited more emergency circumstances during the counseling process. These dilemmas could be resolved through the establishment of a good master-novice relationship, honest communications between the master and the novices, and prior parent-teacher communication practices.
4.Upon receiving complete professional training from the school, the novice teachers not only enhanced their parent-teacher communication and expression skills and exhibited a higher degree of confidence, but also improve their personal competitiveness. In terms of communication with the parents, the correct discipline methods could be provided to the parents for transforming the parents into the positive aid forces to the teachers.
To conclude, the review thoughts and recommendations were proposed based on the research results as references for leading the novice teachers in the future and for providing directions for future studies.

並列關鍵字

kindergarten and nursery center ； novice teacher ； Parent-teacher communication

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