實習學生人際關係經營，對其實地學習成效影響之探究──以某大學實習學生之實習經驗為例

An Investigation of the Causal Effects between Interpersonal Relations and Learning Efficacy for Student Teachers during Practicum Period

教育實習階段是否有著成功的經驗，與實習學生是否仍能秉持當初進入教育學程的初衷而不會轉換跑道，其間存在著值得研究的關係。而這當中，實習學生在教學現場與師長、學生，實習夥伴之間人際關係的開展與演進，在成就實習學生成為稱職教師之前扮演著何等角色，與其在六個月之間的實習收穫與表現，有著何許的關聯性，是值得探討的課題。本研究經歷半年期程，共有10位實習老師與10位實習學校的輔導老師參與本研究計畫。研究方式主要採行質性個案研究，佐以問卷調查，透過觀察、訪談及文件之資料蒐集，以文件分析、論述分析，以及S.P.E.A.K.I.N.G.模式來分析人際之間互動與對話及其對與人際發展的關係的意義。其中尤其聚焦在兩個個案的探析，試圖透過實習學生人際關係經營的角度，檢視其如何影響個人定位與教師專業認同，並探析其與實習學生實習表現的關聯。

"It's worth to take action in investigating the causal effects between interpersonal relations and learning efficacy for student teachers in the practicum sites within the 6-month period. It may keep the student teachers stay in the track leading to the final destination of becoming qualified teachers without changing their minds if they experience successful practicum outcomes. The study mainly collects data by observation and interviews with 10 student teachers and 10 of their supervisors. It adopts qualitative case-study research. The study also collects data with the help of survey questionnaires for partial quantitative research. Data analysis, which focuses on the interactions and dialogues between student teachers and their supervisors and students, was carried out by S.P.E.A.K.I.N.G. model and discourse analysis for the purpose of examining the link between interpersonal relations and learning efficacy and also exploring how it affects personal and professional identity."