認知教練應用於國小實習教師教學輔導之個案研究

A Case Study of the Application of Cognitive Coaching for An Elementary Practice Teacher on Teaching Guidance

洪淑萍(Shu-Ping Hung)

指導教授 ： 林海清

中臺科技大學/護理學院/文教事業經營研究所/碩士(2012年)

https://doi.org/10.6822/CTUST.2012.00001

摘要

本研究旨在探討認知教練在國小實習教師教學輔導之應用情形，一方面瞭解實習教師教學上所遭遇之困境，另一方面，則探究認知教練相關技巧，在協助實習教師解決教學困境之應用情形。本研究採用質性研究，藉由教室觀察、半結構晤談等方式，和實習教師進行教學前的計畫會談、教室觀察以及教學後的省思會談。研究結果發現：
(1)個案教師教學困難包括：教案設計不夠精熟、無法有效掌握教學時間以及無法妥善運用提問技巧；(2)在認知教練技巧的應用上，認知教練技巧促進研究者及個案教師省思成長，研究者在不具價值判斷的原則、正面假設其具有改變能力的引導式提問，及適時的提供資源等技巧下，提供個案教師以同一教案多次教學，引發反思，增進熟練度，協助個案教師改善教學困境。最後，則針對師資培育機構、國民小學、實習輔導教師、實習教師、以及未來進一步研究等提出建議。

關鍵字

個案研究 ； 教學輔導 ； 認知教練 ； 實習教師

並列摘要

This study focuses on the application of cognitive coaching for an elementary practice teacher on teaching, in order to understand the difficulties encountered in teaching and to analyze how the implementation of cognitive coaching skills help solving the teaching difficulties. In the research methods, a qualitative research was adopted, using observation and semi-structured interview to discuss with the teacher regarding the prior teaching project meeting, classroom observation, and reflection meetings after teaching, in order to achieve the research purposes. The conclusions of this research were as follows: (1) The teaching difficulties of an elementary practice teacher included she hasn’t acquired mastery of teaching plans, can not effectively using teaching time and raising questions. (2) It can help the reflection of the researcher and the practice teacher in terms of the application of cognitive coaching skills. The researcher utilized the principle of no value judgment, asking questions of the assumption that the practice teacher has the abilities to change, providing resources timely, and asking the practice teacher to teach several times using same materials in order to help her becoming mastery of teaching and solving the teaching difficulties. Finally, the recommendations for institutions of teacher cultivation, elementary schools, teachers for guiding practical teaching, practice teachers, and further studies were proposed.

並列關鍵字

case study ； teaching guidance ； cognitive coaching ； practice teacher

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