國民小學初任教師導入輔導實施之研究：初任教師的觀點

A Study on Induction Programs for Beginning Elementary School Teachers: Perspectives of Novice Teachers

初任教師導入輔導是一位教師進入教育現場的重要環節，本研究旨在探討國民小學初任教師導入輔導對於導入輔導的時間、輔導教師安排、研究主題與評鑑的想法。本研究採個案研究，並以立意取樣，選擇2018年考上T市（化名）國民小學的5位初任教師為研究參與者，運用半結構式的深度訪談法、文件分析等質性研究方式進行資料的蒐集。本研究的結果是初任教師認為暑假的導入輔導安排適切，開學後的共學輔導團與初任教師回流研習時間安排具有彈性。初任教師認為校內在薪傳教師之安排方面，要再審慎思考並加以培訓。在研習主題安排方面，在前導時期的研習與培訓主題安排方面，初任教師認為具有多元的課程，但行政相關的主題相對較少。在評鑑安排方面，初任教師認為實施初任教師評鑑制度，宜考量到時間的安排與評鑑的回饋機制是否適切。本研究對初任教師導入輔導的建議是納入行政職務的導入輔導、初任教師回流研習的主題需要加深與加廣、校內薪傳教師的遴選與培訓需要妥善規劃以及初任教師評鑑制度必需有回饋機制。對未來研究之建議是將來可研究不同縣市、不同學校規模的初任教師，以及從多方的觀點，例如薪傳教師或共學輔導團的輔導教師之觀點進行研究。

The induction process for beginning teachers is a critical stage in entering the teaching profession. This study explores novice elementary school teachers’perspectives on the induction program, including its timing, mentoring arrangements, training content, and evaluation mechanisms. Employing a qualitative case study approach and purposive sampling, five novice teachers who began teaching at an elementary school in City T (pseudonym) in 2018 were selected as research participants. Data were collected through semi-structured in-depth interviews and document analysis. The findings indicate that novice teachers viewed the induction activities arranged during the summer as appropriate, and found the post-semester collaborative mentoring groups and return-to-school training schedules to be flexible. However, they expressed concerns about the selection and preparation of mentor teachers, suggesting that further consideration and training are needed. While the training content in the preliminary phase was diverse, it lacked sufficient focus on administrative responsibilities. Regarding evaluation, the participants emphasized the importance of appropriate timing and effective feedback mechanisms within the induction assessment process. Based on the findings, this study recommends incorporating administrative duties into the induction program; expanding the scope and depth of return-to-school training content;establishing a well-structured system for the selection and training of mentor teachers; and ensuring that the teacher evaluation system includes constructive feedback. Future research may explore novice teachers in different regions or school sizes, and consider perspectives from other stakeholders, such as mentor teachers or members of collaborative mentoring teams.