| 英文摘要 |
In view of the key roles that cooperating teachers play in transforming interns to good teachers and in the quality assurance of internship, this study aimed to develop an accreditation system for cooperating teachers, this is so far nonexistent in Taiwan. The system was implemented and revised throughout a two-year period in order to check its validity and practicability. From the perspective of a university, in order to develop an accreditation system for cooperating teachers and to achieve the above goals, this study adopted a process evaluation approach, with the accredited cooperating teachers in the first two years as participants. The collected data included various records during the education practicum, and the evidences were obtained from statistical analysis of questionnaires from the participating cooperating teachers, the school administrators and the student interns. Finally, this study provided 9 conclusions indicating the practicability and validity of the developed accreditation system for cooperating teachers, and its connection with other systems, such as, teacher specialization, professional development school, and the two stages involved for receiving teacher qualification. It is expected that a database for cooperating teacher force that may lead to quality internship will be quickly accumulated, if universities with teacher education programs can put this system into practice under the principle of reciprocity and sharing of resources. |
