新制實習制度下生物實習教師專業成長之個案研究

The Development of Expertise in Pedagogy: A Case Study of a Student Biology Teacher under the New Teacher Internship Program

賴萓和(Shiuan-her Lai) ； 黃台珠(Iris T.C. Huang)

《科學與教育學報》 4期 (2000/06) Pp. 219-236

https://doi.org/10.6449/JSE.200006.0219

摘要

本研究旨在探究一位個案生物實習教師，在新制實習制度中，所呈現的教學歷程變化與專業成長情形，以及影響個案教師專業成長的背後因素為何。本研究採詮釋性研究法，在一學期實地觀察期間，除了以錄影或錄音方式紀錄個案教師的教學外，並以凱利庫存方格技術（Kelly Repertory Grid Techniques）、訪談、學生感受問卷、文件資料收集等多方資料，配合持續比較與三角校正方式分與歸納資料。研究結果顯示，教師秉持著其過去所學得的教學知識與理念，進入新制的教育實習制度中，這些理念與知識，引導教師呈現其教學實務，並經由觀摩實習輔導教師的教學與實在教學經驗的累積，在教學準備、教學策略、教學方式與班級經營上，都有所嘗試與改變，呈現一個持續變動的過程。此外，情境中許多機會和限制因素，影響著教師的學習，其中機會因素有：實習輔導教師的指導、觀摩其他教師教學的機會、實習教學的經驗、網路資源、參加輔導團、參與研究、實習輔導教授的指導、圖書館資源；限制因素則有：教學的進度與時間壓力、可用資源不足、教材教法不易尋、學校人員的壓力、實輔導教師的影響。在這些因素的交互影響力下，教師在行為、知識、心像、理念、態度與個人教師角色的扮演上，都發生了專業成長，並持續擴展中。

關鍵字

生物實習教師 ； 專業成長 ； 個案研究 ； 師資培育

並列摘要

The purpose of this study was to investigate the development of expertise in pedagogy of the case student biology teacher under the new teacher internship program. This study was an interpretive research. Data were collected by classroom observations (recorded with videotapes or audiotapes), interviews, documents collection, questionnaires during a whole semester. The Kelly Repertory Grid Technique was used as on e of the tools to investigate teacher’s belief. Constant comparison and triangulation were used to analysis the data and formed the findings. The results revealed that the case student teacher held and relied on her preexisted knowledge and belief about teaching in her classroom. In the whole semester, she developed her expertise in pedagogy. She was changing in her teaching preparing, instruction strategies, teaching methods and classroom management. Besides, there were many factors in her classroom influenced her expertise in pedagogy. The factors good for her expertise development were: 1) the mentor’s helps and guidance. 2) the opportunities to observe other teachers’ teaching. 3) the field experience she had. 4)the resources on the WWW. 5) the experience to visit other biology classrooms. 6) to participate in this study. &) the guidance of university supervisor. *) the library or other resources. The factors which constrainted her development of expertise in pedagogy were: 1) the pressure of time. 2) lack of useful resources of instruction. 3) the pressure came from the other teachers in the school. 4) the influence of the mentor. Finally the results showed the case student teacher had professional growth in her behaviours, knowledge, image, belief, attitude and the role of self as teacher.

並列關鍵字

student biology teacher ； development of expertise in pedagogy ； case study ； new teacher internship program