師資培育實地學習的理念與運作方式探討

為提升師資培育素質，縮短師資培育課程之學用落差，培養在行動中反省探究之專業教師，教育部在新近師資職前教育課程中規定各大學規劃各類科教育專業課程應包括至擬任教類科實地學習，提供師資生修習教育專業課程期間至高級中等以下學校及幼兒園見習、試敎、實習、補救教學、課業輔導或服務學習；其應經各大學認定其內容符合教育專業知能，時數規範上中等學校與幼兒園至少五十四小時，國民小學則至少七十二小時，在其揭櫫實地學習內容而言，似乎有整合師資培育專業課程（如教學實習、教材教法等）與非正式課程（如服務學習、補救教學等）之趨向，其目的在增進教師專業知能與專業態度，增進對於教育職場生態的瞭解，培養良好人際溝通與關心當地學生學習福祉，並為往後教育實習奠定良好基礎。唯實地學習相關理念為何？此涉及在師資培育課程中之功能與定位。教育部實地學習之規範已於103學年度實施，當前各師資培育機構運作方式為何？是否有可茲參酌與調整之處值得探究？本研究即以文件分析方式，探究師資培育實地學習相關理念，並蒐集前相關師資培育機構進行實地學習之運作方式，對其法規制訂、時數認證、機構來源、反思回饋、機構評核與階段性規範等機制探討。本研究另以某校結合專業課程之實地學習為例，綜合學生反思記錄、班級問卷調查等，針對該教育測驗與評量課程之1.實地學習之實施階段、2.結合實地學習各階段師資生反思記錄，以及3.期末學習成效評量表進行探討。最後並綜合各校實地學習運作與實地學習結合師培專業課程之個案研究發現提供相關之結論與建議。

In order to elevate the quality of teacher education programs and minimize the gap between theatrical studies and its practice in reality, as well as to nurture prospective teachers the skills in reflection and probing. The ministry of Education has recently introduced rules that stipulate any universities with teacher education programs must provide its prospective teachers with field training service according to his/her specialized subject in its pre-service education courses. Namely, the prospective teachers are required to engage themselves in classroom observation, teaching demonstration, practicum, students’remedial program or service learning at least 54hours in middle schools and preschools, 72 hours in elementary school and the like while taking teacher education courses. As the content of field training requirement is concerned, it seems to be an integration of teacher education courses (such as methodology and pedagogy…) and informal learning (service learning, remedial program) with aims to increase teacher professional development, a understanding in teacher career, skills for interpersonal communication and tending the needs of students, which are believed to lay a solid foundation before teaching practicum. Somehow, concerns are raised like, what is the theory behind field training? It can vary according to how the teacher education programs are conducted and anchored in universities respectively. Moreover, The ministry of Education has implemented these rules since the school year of 2014. How the field training is operated and how the authority evaluates it deserve a watch. This study is based on content analysis to examine the theory and rules behind field training, its operation, how it is certified, reflected and evaluated with information collected from a solid example. Results and suggestions are presented from content analysis and a case study that features an incorporation of teacher education programs and field training.