「臨床教學循環」運用於師資生教育實踐課程之探究──以體育教材教法為例

A study of clinical teaching cycle applied to student teachers educational practice programs: A case of teaching materials and methods in physical education

緒論：隨著師資培育的改革，我國師資培育課程增加了「教育實踐課程」的修課比例，希望藉此提供師資生多元的臨床實務經驗，本研究在探討臨床教學循環運用於師資生教育實踐課程，對於師資生的幫助、省思與專業成長。方法：為符合多變的教學環境與情境脈絡，採質性研究為方法，以南部某師培大學110學年度修習「體育教材教法」科目的體育師資生共27位為參與研究對象，經由半結構式訪談、參與觀察與文件分析三者，針對參與的師資生以訪談大綱、研究日誌與回饋問卷進行資料蒐集，所得資料透過三角檢核程序及持續比較方法進行資料的檢核、編碼與分析，期能瞭解「臨床教學循環」對於師資生能提供那些幫助與反思成長，並探討其運用於教育實踐科目之可能性。結果：一、臨床教學循環能幫助師資生循序學習、儲備教學經驗、更瞭解教育現場、澄清生涯及準備；二、師資生藉臨床教學循環的歷程，針對「現場學生特質」、「教學策略」以及「自身教學」等三項進行反思；三、師資生可透過臨床的觀摩與實作，把理論和實務結合，進而得到教學知能的成長。結論：臨床教學循環能提供具情境的師培教學，促使師資生反思其教學行為，並將理論與實務進行調合，增進其教學經驗與學科教學知能，建議未來的師資培育課程，可持續利用臨床教學循環作為教育實踐課程之施教參考，以銜接體育教學實習等教育實踐科目的教學。

Introduction: Following reforms in teacher education, the proportion of educational practice programs in teacher education in Taiwan increased, with the intention of providing student teachers with diverse clinical practice experience. This study aims to discuss the application and benefits of the clinical teaching cycle in student teacher educational practice programs, as well as student teachers’reflection and learning growth. Method: This study undertook qualitative research conforming to the changing teaching environment and context. Twenty-seven student teachers enrolled in the Teaching Materials and Methods in Physical Education program in the 2021 academic year participated in this study. Semi-structured interviews, observations, and document analysis were conducted inductively with triangulation and constant comparison to understand how the clinical teaching cycle facilitated student teachers’reflection and explore the possibility of its application in educational practice programs. Results: Firstly, the clinical teaching cycle helped student teachers to learn step by step, gain teaching experience, better understand the educational scenario, and clarify the career pathway and preparation. Secondly, student teachers were able to reflect on the three aspects—student characteristics, teaching strategies, and reflexive teaching—through the process of the clinical teaching cycle. Thirdly, student teachers could combine theory and practice through clinical observation and practice and then improve their pedagogical content knowledge. Conclusion: This study found that the clinical teaching cycle could provide situational teacher education training, encourage student teachers to reflect on their teaching behavior, and reconcile theory and practice, resulting in enhancement of their teaching experience and pedagogical content knowledge. The study suggests that the clinical teaching cycle should be consistently adopted in teacher education as a reference for educational practice programs in order to link up the programs, such as practice teaching, in the education practicum.