融入協作教學之實習輔導模式促進數學實習教師專業成長之研究

Professional Development of a Mathematics Intern Teacher through Practical Guidance of Co-Teaching

康木村(Mu-Tsuen Kang) ； 柳賢(Shian Leou)

《臺中教育大學學報：數理科技類》 24卷2期 (2010/12) Pp. 1-26

https://doi.org/10.7037/JNTUMST.201012.0001

摘要

本研究目的在於探討一位數學實習教師參與融入協作教學之實習輔導模式對促進數學實習教師專業成長的影響及成效。本研究採質性研究法，資料收集是透過對話記錄、相關的教學與學習文件、教學現場的錄影與觀察記錄，以及訪談資料的收集與分析。依據研究問題所得之結論有：（一）IT與MT共同設計教案之互動，促使IT產生認知衝突及教學覺知，透過協作教學之實習輔導模式，可幫助IT建構自己的教學知識，形成自己的教學實務觀點，並建立起自己的教學自信心。（二）融入協作教學之實習輔導模式可促進數學實習教師教學知識之成長。MT與IT對彼此角色與教學的認同是影響融入協作教學的實習輔導模式的要素，形成一致的默契是共同設計教案階段的重點。而教學日誌是促進IT反思的概念形工具。最後研究者依據結論提出相關的建議。

關鍵字

專業成長 ； 數學實習教師 ； 融入協作教學之實習輔導模式

並列摘要

The purpose of this study was to inquire the process and the effects of the professional development of the mathematics intern teacher through the model of practical guidance by co-teaching. This was a qualitative study. The data were collected by the records of dialogue, teaching and learning documents of this teacher, classroom observations and interviews. Two main conclusions were found in the study. Ⅰ. The interaction about IT designing teaching with MT made IT conflict, be aware of and construct his teaching knowledge through the model of practical guidance by co-teaching. Ⅱ. This model did improve the professional development of IT, and the identities between MT and IT were an important factor influencing this model. The teaching diary was an conceptual tool for IT to reflect his teaching. Some suggestions were proposed according these conclusions.

並列關鍵字

Professional Development ； Mathematics Intern Teacher ； The Model of Practical Guidance by Co-teaching