認知歷程觀點的職業類科實習教師社會化之研究

Socialization of Vocational Student Teachers for Cognitive Process

本研究旨在探討職業類科實習教師社會化認知歷程。為達此目的，本研究採用參與觀察、深度訪談、刺激回憶、有聲思考及撰寫實習日誌等方法，並以雲科大職業類科實習教師計六位為研究對象。研究結果顯示，實習教師的教育專業社會化歷程可分為「職前期」、「接觸期」、「調適期」及「統整期」等階段，並發現各階段有不同認知內涵。

The purpose of this study is to explore the cognitive process of professional socialization of vocational student teachers. To achieve this goal， methods used in this study are participant observation， interview， stimulate remembering， thinking aloud and keeping intern diary. The subjects are six vocational student teaches in National Yunlin University of Science ＆ Technology. The results indicate that we can divide the process of professional socialization of student teachers in to some stages， such as preservice stage， contact stage， adaptation stage and integration stage and so on. Also， findings indicate those stages affect contents of socialization.