大學傳習制度及其對新進教師專業發展影響之研究

A Study on the Mentoring Program and Its Effects on Junior Faculties’ Professional Development in University

曾昱瑋(Yu-Wei Tseng)

指導教授 ： 林宜玄

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6841/NTUT.2012.00598

摘要

本研究旨在探究大學傳習制度及其對新進教師專業發展的影響，並分析本制度的規劃與實際執行狀況、探討不同傳習過程其師徒功能變化情形，以及發揮師徒功能的具體作法。為達研究目的，本研究採用文件分析法與個案研究法，針對4位傳授者與6位學習者進行深度訪談。根據資料處理與分析結果，本研究獲致下列結論：
壹、大學傳習制度之規劃與執行現狀
一、傳習制度始於2007年，多以具有法律效力的實施辦法為依據，傳授者與學習者利用一年的時程針對教師專業經驗進行傳承與分享。
二、傳習制度之參與者皆屬於同一個學術單位成員，彼此關係為正式的師徒關係類型。
三、受訪者針對傳習制度的「傳授者選擇方式」、「執行規劃」與「經費核銷」等三個部分提出異議，希冀相關辦理單位進行修正與改善。
貳、傳習制度各階段師徒功能發揮變化情形與其具體作法
一、傳習制度之「建立關係階段」，是以發揮職涯發展功能為主；「發展階段」，是以發揮職涯發展功能為主，心理社會支持功能為輔；「結束分離階段」，是以角色楷模功能為主。
二、在發揮師徒職涯功能方面，傳受者多以經驗分享為主，使新進教師發展其知識、技能與能力，以及累積能量並適時發揮。
三、在發揮師徒心理社會支持功能方面，傳授者多以提供解決方法與對其工作成果表達肯定，並有效展現友誼，使學習者感受到支持與鼓勵。
四、在發揮師徒角色楷模功能方面，新進教師皆認為傳授者有其值得效法之處，並作為其學習典範。
叁、對新進教師的專業發展之影響
一、在研究工作方面，新進教師將所學習到的內容，實際付諸展現於會議內容撰寫與表達應對，以及對期刊論文退稿或拒絕有正面的認識與態度，並積極持續累積能量。
二、在教學工作方面，新進教師將所學習到的內容，實際付諸展現於課堂表現，有效內化傳授者之建議，使授課更為流暢。
三、在服務工作方面，新進教師將所學習到的內容，實際付諸展現於產學合作，使其有機會修正授課內容以符合產業需求。

關鍵字

傳習制度 ； 師徒功能 ； 新進教師 ； 教師專業發展

並列摘要

The aim of this research is to explore the mentoring program in universities with its influences on the professional development of the junior faculties; furthermore, to analyze its scheme and the practical enforced situations in order to probe into the changes in Mentoring function along with different mentoring processes and to elaborate the specific effects of Mentoring function.
To reach the purpose of this research, the methods of “document analysis” and “case study” are used to make detailed interviews of four mentors and six mentees.
Conclusions form the data processing and the results of the analysis are:
1. The schemes and executing situations of the mentoring program in universities
(1) The mentoring program started in 2007. The mentors and the mentees used one-year program to pass down and share the professional experiences according to mostly legal measurements.
(2) The participators in the mentoring program are the members of the same academic department; therefore, they are the type of “formal mentoring relationship”.
(3) The interviewees have dissenting views in three aspects of the mentoring program- “the mentors’ choosing process”, “the executing schemes”, and “verified funds”, hoping the involving departments may revise and improve the program.
2. The practices and the diverse situations in different steps in the mentoring program:
(1) The initiation phase of the program is mainly to elaborate the career develop. The development phase evolves chiefly the career development and supplementary the psychosocial support. The separation phase aims at the role modeling.
(2) In the aspect of career development, the mentors mostly focus on experience-sharing, which enable the junior faculties to develop their knowledge, skills, and abilities to accumulate energy in order to carry out their practices at the right moments.
(3) In the aspect of the psychosocial support, the mentors mainly provide solutions, along with positive attitude toward the mentees’ working results, and effectively being friendly, to make the mentors feeling supported and encouraged.
(4) In the aspect of role modeling, the junior faculties all consider that they can learn a lot from their mentors and take their mentors as models.
3. The influences on the junior faculties’ professional development:
(1) When doing research-work, the junior faculties can put what they have learned into practical writing and expressing in meeting content, and can have positive knowledge and attitude toward periodical rejected and refused manuscripts; meanwhile, continuingly accumulate their energy.
(2) When doing teaching-work, the junior faculties can practice what they have learned in classroom-performing, and effectively internalize the suggestions from their mentors to make the teaching process more fluently.
(3) When doing serving-work, the junior faculties can bring what they have learned into the university and industry liaison system, which may make the system to have the chance to verify their teaching contents to match the demands of their industries.

並列關鍵字

the mentoring program ； mentoring function ； junior faculties ； professional development

參考文獻

黃瓊玉（2005）。師徒功能認知、工作滿足與組織公民行為關聯性之研究。中原大學企業管理研究所碩士論文，未出版，桃園縣。

何明恕（2003）。師徒功能認知對大學研究生學習成效影響之研究。中原大學企業管理研究所碩士論文，未出版，桃園縣。

滕慧敏（2003）。師徒功能對工作-家庭衝突影響之研究。中原大學企業管理研究所碩士論文，未出版，桃園縣。

卓筱淇（2003）。師徒性別配對與師徒功能及其後果變項關聯性之研究。中原大學企業管理研究所碩士論文，未出版，桃園縣。

劉筱寧（2001）。徒弟個人特質、性別角色與師徒關係類型、性別組合對師徒功能影響之研究。中原大學企業管理研究所碩士論文，未出版，桃園縣。