| 中文摘要 |
本研究主要目的在探究國小實習教師同儕專業成長團體實施之成效。團體運作實施流程分成：擬訂教學計劃、進行觀察教學、同儕團體回饋、反思與心得分享四個循環階段。以2009年參與教育實習11位國小實習教師為對象，共實施14次同儕團體教學成長課程。研究結果發現11位實習教師對於成長團體實施均表滿意。主要收穫有：1.團體成員相互觀摩與支持。2.團體對話與討論能協助釐清自己教學的盲點。3.增進對自我的認識與反思。4.能將所學教學理論與實務結合。5.很多有經驗的教師所給予的教學指導。輔導教師、教務主任及校長認為本團體對於實習教師的幫助有：1.視實習教師為主動思考與反思行動的「知識生產者」。2.聚焦於教學專業對話，提供實習教師聚焦在教學中重要歷程的反思。3.加速實習教師進入教學職場之準備。
The main purpose of this case study was to explore the effects of implementation of the professional development peer group. The model was based on social constructivism and the researcher’s experience as a student teaching supervisor. The process of the peer development group was operated through four circular steps: writing up of the lesson plan, classroom observation, getting feedback from the peers, as well as reflecting and sharing. The participants included 11 elementary student teachers who participated in 14 sessions of the peer development group. The result of the study revealed that the 11 student teachers gained growth on professional knowledge and skills. They placed high recognition of this model. The main accomplishments included: 1.The group members were able to work together by observing and supporting one another’s practice; 2.The group members were able to conduct group dialogues and discussions, helping to clarify the blind spots and gain new experiences; 3.They acquired self-understanding and reflective thinking; 4.They could combine teaching theory with the practice; and 5. They received guidance from experienced teachers. The mentor teacher, the administration director and the principal reported that the contributions of the development group are as follows: 1.Regarding the student teacher as the active thinker and reflective “knowledge producer”; 2.Focusing on professional dialogue about teaching and leading the teacher trainee to focusing on the reflection on the teaching process; and 3.Accelerating the teacher trainee’s preparation for entering the teaching work place. |
本站僅提供期刊文獻檢索。
