教學輔導教師與夥伴教師互動歷程與專業發展之研究

The Study of Mentoring Process and Teachers Professional Development

張德銳(Der-Ray Chang) ； 簡賢昌(Hsien-Chang Chien)

《臺北市立教育大學學報. 教育類》 40卷1期 (2009/05) Pp. 1-34

https://doi.org/10.6336/JUTe/2009.40(1)1

摘要

本研究之目的在探討教學導師與夥伴教師良好互動歷程與專業成長，因此採取訪談法訪談臺北市13對國小教學導師與夥伴教師的觀點，研究結論如下：一、教學導師與夥伴教師在互動型態可分成：計畫型、隨機型及例行性互動，其對專業與個人的助益各異。互動方式則有正式（教學觀察與回饋、聚會）與非正式（私下請益、聊天、休閒聚會）；教學導師與夥伴教師互動歷程可分成：關係建立期、需求與回饋期、成長維持期及淡出期。二、影響教學導師與夥伴教師互動因素有三，包括：個人特質、團體及組織。三、在輔導成效方面，在教學導師協助下，夥伴教師獲得較佳的生活適應、友伴支持、解決教學困擾、獲得成長資訊與管道。四、教學導師則可獲得成就感、精進教學技巧、提升人際關係與溝通能力及增益專業等四方面。本文並根據上述結論提出若干建議。

關鍵字

教學導師 ； 夥伴教師 ； 輔導歷程 ； 專業發展

並列摘要

The purpose of this research was to analyze the interaction styles, and the process between mentor teachers and partner teachers in Taipei elementary schools.Based on the literature reviews and the interviews of 13 pairs of mentor teachers and partner teachers, the major findings were as follows: (1) The interaction styles between mentor and partner teacher included: planned, spontaneous, and routine interaction, while the most adopted interaction style was the spontaneous one. There were four stages in the interaction process: relationship building stage, need and feedback stage, professional growth stage, and fadeout stage. (2) The factors that influence the relationship of mentor and partner teacher were: personal character, group factors, and organizational factors. (3) The professional benefits of partner teachers include: friendly support, improving instructional skills, getting professional improvement information and approach. (4) Mentor teachers, or the feeling of self-fulfillment, enhanced their teaching skills, personal communication abilities and professional growth.Based on the research findings, some recommendations are proposed to improve the implementation of the mentor teacher program.

並列關鍵字

mentor teacher ； beginning teacher ； mentoring process ； professional development

參考文獻

中國大百科全書－智慧藏

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Brock, B. L.,Grady, M. L.(1998).Teacher-principal relationships: First year teachers.Clearing House.71(3),179-184.

California New Teacher Staff(1991).The California New Teacher Project: Preliminary report of results and implications.Sacramento:Commission on Teacher Credentialing and the California Department of Education.