我國國民小學實習輔導教師遴選與獎勵措施之研究

A Study on Selection and Incentives of Mentor Teachers in Elementary Schools in Taiwan

吳宜樺(Yi-Hua Wu)

指導教授 ： 陳琦媛

國立交通大學/人文社會學院/教育研究所/碩士(2010年)

https://doi.org/10.6842/NCTU.2010.00544

摘要

本研究旨在探討我國國民小學實習輔導教師之遴選與獎勵措施，針對教育實習機構在遴選實習輔導教師時的遴選單位、遴選程序與遴選條件，以及教育行政機關應提供實習輔導教師的獎勵措施四方面規劃理想作法，以幫助教育實習機構能選出理想且適合的實習輔導教師。研究方法方面，係以德懷術專家問卷調查法進行研究，邀請10位教育實習輔導領域學有專精之學者教授、5位曾獲教育實習輔導教師卓越獎之國民小學實習輔導教師及5位對實習輔導教師遴選工作有豐富經驗之國民小學學校行政人員組成德懷術專家小組，進行三回合德懷術專家問卷調查，以發展理想的國民小學實習輔導教師之遴選與獎勵措施。歸納本研究之研究結果，獲致研究結論如下：
壹、實習輔導教師之角色重要且多元。

貳、我國國民小學之實習輔導教師制度已由形式朝實質進行，唯實習輔導教師之遴選原則仍須更具體規範，並提供適當誘因。

參、美國、英國與日本制度可供我國參考與借鏡之處：
一、美國初任教師導引制度相當重視輔導教師的遴選程序與條件，並強調輔導教師本身的意願。
二、英國教育實習輔導制度非常重視遴選實習輔導教師的程序，唯經費並非直接支付津貼給實習輔導教師，而導致教師之參與意願降低。
三、日本初任教師研修制度重視輔導教師之資歷，且在財政及人事制度上皆提供配套措施。

肆、本研究所規劃之「我國國民小學實習輔導教師遴選與獎勵措施」：
一、教育實習機構應組成「實習輔導教師遴選小組」進行遴選工作。
二、「實習輔導教師遴選小組」應訂定實習輔導教師的遴選條件，同時應徵詢教師意願並考量實習學生之需求。
三、實習輔導教師之遴選條件應包括「基本資格」、「擔任意願」、「教育專業能力」及「人格特質」四個面向。
四、教育行政機關應明訂辦法提供實習輔導教師獎勵措施。

　　最後依據研究結論提出建議，以供教育行政機關、師資培育大學、教育實習機構及未來研究之參考。

關鍵字

國民小學 ； 教育實習機構 ； 實習輔導教師 ； 遴選 ； 獎勵措施

並列摘要

The purpose of this research is to study the selection and incentive systems for mentor teachers in elementary schools and work out effective solutions to help practicum schools identify good and competent mentor teachers. The solutions will be developed based on four main aspects: the selecting organizations, procedures and criteria adopted by practicum schools while selecting mentor teachers, and the incentive programs for mentor teachers provided by the educational authorities. In terms of research methodology, the researcher has adopted the Delphi Survey Method for the study. A Delphi Expert Group has been organized, including 10 scholars specializing in teacher training, 5 award-winning mentor teachers in elementary school, as well as 5 administrative staff from elementary schools with extensive experience in the selection of mentor teachers. Using the Delphi Technique, the researcher has conducted three questionnaire surveys to design effective selection and incentive programs for mentor teachers in elementary schools. The conclusions of the research are as follows:
1.Mentor teachers play important and diversified roles in schools.

2.Rather than being a mere formality, the mentor teacher systems in Taiwan’s elementary schools are gaining practical significance. Specific guidelines, however, are still required for the selection of mentor teachers. Proper incentive schemes should be implemented at the same time.

3.Good Practices in Japan, the UK and the USA for Our Reference:
(1)The Initial Teacher Induction Program in the USA is a program that emphasizes greatly the selection procedures and criteria for mentor teachers. It also focuses on the personal intentions of mentor teachers.
(2)The Mentoring System for Initial Teacher Training in the UK also places great emphasis on the selection procedures for mentor teachers. The subsidy, however, is not paid directly to the mentor teachers. This has diminished the teachers’ willingness to participate.
(3)The Training System of Probationary Teachers in Japan values the experience of mentor teachers. Supplementary measures are available, both in terms of financial support and human resources.

4.In this research, we have designed the following “Selection and Incentives for Mentor Teachers in Taiwan’s Elementary Schools”:
(1)Practicum schools should organize a “Selection Committee for Mentor Teachers” to manage the selection process.
(2)The Selection Committee should establish selection criteria for mentor teachers, in the meantime taking into account the personal intentions of teachers and the requirements of the trainees.
(3)The selection criteria for mentor teachers should cover four main categories, including basic qualifications, personal willingness of the teacher, professional competencies in education and personal character traits.
(4)The educational authorities should establish incentive schemes for mentor teachers.

　　Finally, based on the conclusions of this research, the researcher has provided recommendations to the educational authorities and teacher education institutions, practicum schools and future researchers for their reference.

並列關鍵字

elementary school ； practicum school ； mentor teacher ； selection ； incentives

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