實習教師在部落格中的社會網絡與互動行為

Investigating Pre-service Teachers' Feedback Behavior in the Blog Community: From the Perspective of Social Network Analysis

本文旨在從迴響與被迴響觀點報導不同性別及不同師資養成型態的實習教師在部落格社群中的互動情形，共有65位實習教師參與本研究，主要透過部落格收集資料，再以次數統計及社會網絡分析法進行資料分析。分析結果發現：1.實習教師在部落格社群中與同儕互動的情形差異性甚大，有高達80.5%的文章沒有人迴響，亦即為獨白性文章；2.不同師資養成型態的實習教師迴響與被迴響的情形有統計上的差異，大學部遠較其他二組熱絡；性別則無差異；3.實習教師迴響與被迴響的行為間有關聯性存在；4.迴響對象的選擇傾向以所屬師資型態的實習教師為主。5.被迴響的文章類別以教學為主、班級經營次之；6.來自大學部應屆畢業生的社會網絡較為縝密、迴響的對象比較集中在少數人、多維尺度分析結果也顯示大學部的實習教師彼此間的互動較其他二個群組來的頻繁。

The purpose of the study was to analyze the interactive behaviors of pre-service teacher on the Blog. Sixty-five pre-service teachers， coming from different study levels， were invited to participate in this project. The major findings were as follows: 1. The peer-interactive behaviors between the subjects revealed bipolar phenomenon. 2. Educational level could influence the pre-service teacher's feedback on the Blog.3. Correlations existed between frequency of teachers' given and reciprocal feedbacks. 4. The person that teachers interact with were usually in the groups they belong to. 5. The feedback articles of pre-service teachers were mainly focused on “teaching” and “classroom management”. 6. The social network of bachelor's level major forms a more meticulous circular network， Master's level major was sparse， and Bachelor’s level major divided into part of crowded， part of disperses.