師資生在教學實習課參與共同備課觀課與議課的實踐成效與困難

"Effectiveness of and Difficulties in Preservice Teachers’ Practice of Collaborative Lesson Preparation, Lesson Observation, and Lesson Discussion in a Teaching Internship Course"

本研究之目的為瞭解師資生在教學實習課中參與共同備課、觀課與議課的實踐成效與困難。為達研究目的，本研究運用焦點團體訪談、觀察與文件資料蒐集等方式進行資料的蒐集。研究參與者為T大學E學系（化名）四年級修習教學實習課的28名師資生。依據資料分析，本研究得到的結論為：師資生形成共享團體，進行共同備課，可集思廣益與共同成長，讓師資生的教學活動設計更完整及豐富，對教材分析更加完整。師資生在觀課中學習同儕的優點，藉由觀課作自我的省思，瞭解小學生的迷思概念。議課可讓師資生獲得多元的回饋，進而能改進自己的教學能力。師資生因不瞭解小學生的特性，故共同備課所設計的教學活動易不切實際，也由於對小學生的不理解，導致觀課時會產生困難。此外，師資生難以協調課後共同備課的時間，而師資生在議課時，也會擔心無法給同儕適合的意見。

"This study aimed to identify the effectiveness of and difficulties in preservice teachers’ participation in collaborative lesson preparation, lesson observation, and lesson discussion in a teaching internship course. Data were collected by conducting focus-group interviews, observation, and compilation of relevant documents. The participants comprised 28 preservice teachers who were seniors enrolled in a teaching internship course of Department E at University T (aliases). According to the data analysis, this study revealed that the preservice teachers as a team preparing lessons collaboratively enabled them to brainstorm and grow together. Such collaboration among the preservice teachers facilitated a comprehensive and diverse design of teaching activities as well as a complete analysis on teaching materials. These preservice teachers learned from the strengths of their peers in lesson observation, through which they performed self-reflection and clarify misconceptions regarding elementary school students. Lesson discussion facilitated diverse feedback for preservice teachers and thus enabled them to improve their teaching skills accordingly. Because preservice teachers did not understand the characteristics of elementary school students initially, the teaching activities designed in the collaborative lesson preparation stage might be impractical. Such a lack of understanding resulted in difficulties for them to engage in lesson observation. Additionally, the preservice teachers experienced difficulty scheduling suitable time for everyone to prepare for lessons together. The preservice teachers also worried that they might not provide adequate suggestions for their peers in lesson discussion."