資優教育實習輔導教師指導實習學生之教學實務知識研究

Abstract

本研究旨在探討資優教育實習輔導教師指導實習學生時，所具備的教學實務知識。研究者透過半結構式訪談法蒐集資料，分析9對任教於高級中等以下學校的資優教育實習輔導教師及其實習學生的教與學。同時，邀請具有資優教育實習輔導身分與學術經驗的10位協同編碼者及3位外部諮詢顧問，進行資料編碼與信實度檢核，藉此探究實習輔導的實踐意義、實務知識的建構來源及實務知識內涵。盼本研究能有助於資優教育的師資培育，並強化資優教育實習輔導教師的輔導實踐。研究結果與發現如下：一、資優教育實習輔導的實踐意義 資優教育實習輔導教師在繁忙的教育工作之餘，仍願意並持續承擔此責任，呈現實習輔導的實踐意義，包含：倡議資優教育的使命及實踐的勇氣、傳承教育的信念、資優教育專業的雙向互惠到形成實踐社群、掌握情境學習的互動特性。二、資優教育實習輔導的實務知識建構資優教育實習輔導教師可視為轉型知識份子的角色，將教學知識轉化為實習學生成為人師的學習指引。其實習輔導的實務知識建構來源共有六項，包含：實習輔導教師回顧自身實習經驗、透過輔導實習學生累積的經驗、跟其他輔導教師交流對話、資優班夥伴教師協助、同時擔任其他教學專業工作以及專業進修，藉此建構指導實習學生的教學實務知識。三、資優教育實習輔導的實務知識內涵（一）資優教育實習輔導的實踐意象資優教育實習輔導教師對實習學生的期待，做為實習輔導要達成的目標，主要有九項意象：價值認同化、專業導向化、多元嘗試化、理想脈絡化、風格建構化、經驗系統化、教師形象化、教育使命化、教職目標化。（二）資優教育實習輔導的實務原則本研究發現資優教育實習輔導的實務原則有下列四項：營造教學歷練的各種機會，培養教師專業；引導實習學生發掘自身的獨特，長出自己的樣子；提供實習學生支持、關懷與鼓勵，對教職懷抱正向感；以身作則，並保持開放與彈性。（三）資優教育實習輔導的實踐慣例1.資優教育實習輔導教師會依照教育信念、帶領實習學生的經驗、生涯專業背景與任教的教育階段有不同的實習輔導方式。2.資優教育實習輔導教師會因應實習學生的生涯、特質、教學風格、專長、能力、喜好興趣、經驗、修習的師培機構與學程等，以區分性教學支持每位實習學生成為人師。3.資優教育實習輔導教師在輔導實習學生時，會體察教學情境的脈絡與結構，注意各項情境因素對教學輔導的影響，將情境化為教學的助力，提升實習學生的學習成效。4.資優教育實習輔導教師指導實習學生的教學內容，不僅緊扣實習成績評定表現指標，更注重以下八項學科性知識：對資優教育的了解(如何將學科專業融合資優教育)、分析教材/學科內涵與原則、因應資優學生調整教學方法、激勵資優學生思考的提問方式、多元有效的評量、適合資優學生的班級經營、提供給資優學生的學科相關活動，以及指導實習學生準備教甄。5.資優教育實習輔導教師在輔導實習學生時，認為能有效提升實習學生學習成效並常用的實踐策略有：了解實習學生、規劃實習輔導階段、直接示範、與實習學生對話、鼓勵實習學生參與、培養實習學生反思、支持實習學生實踐、模擬試教。 最後，本研究針對研究結果，提出實務與研究上的建議。This study aims to explore the teaching practical knowledge of gifted education mentor teachers in guiding student teachers. The researcher collected data through semi-structured interviews, and analyzed the teaching of 9 pairs of gifted education mentor teachers and their student teachers who teach in schools below senior secondary schools. At the same time, 10 co-coders and 3 external consultants with internship counseling status and academic experience in gifted education were invited to conduct data coding and reliability checks to understand the practical significance of internship tutoring, the sources of construction of practical knowledge, and practical knowledge connotation. It was hoped that this research will contribute to the training of gifted education teachers and support the coaching practice of gifted education mentor teachers. The major findings were as follows:1. The practical significance of internship guidance in gifted educationIn addition to their busy educational work, gifted education mentor teachers were still willing and continue to assume this responsibility. The practical significance of internship tutoring lies in: the mission of gifted education mentor teachers to advocate gifted education and the courage to practice it, the belief in inheriting education, professional reciprocity in gifted education leads to the formation of a community of practice, and the interactive nature of mastering situational learning.2. Construction of practical knowledge for internship guidance in gifted educationGifted education mentor teachers could be regarded as transformative intellectual, transforming teaching knowledge into learning for teacher students to become teachers. There were six sources of practical knowledge construction for internship tutoring, including: mentor teachers reviewing their own internship experience, experience accumulated through tutoring student teachers, exchanges and dialogues with other mentor teachers, assistance from partner teachers in gifted classes, and undertake other teaching professional jobs and professional development.3. Practical knowledge connotation of internship guidance for gifted education(1) The practical image s of internship guidance in gifted educationThe expectations of gifted education mentor teachers for student teachers, as the goals to be achieved in internship tutoring, mainly include nine images: value identified, profession orientated, attempts diversified, context idealized, style constructed, experience systematized, teacher visualized, educational mission-oriented, and teacher career targeted.(2) Practical principles of internship guidance for gifted education There were four practical principles for internship counseling in gifted education: creating various opportunities for teaching experience and cultivating the teaching profession; guiding teacher students to discover their own uniqueness and grow into who they are; and providing support, care and encouragement to teacher students, had a positive sense of the faculty; led by example, and remain open and flexible. (3)Rules of practice of internship guidance for gifted education 1.Giftededucation mentor teachers would have different internship tutoring methods based on their educational beliefs, experience with teacher students, career professional background and the educational stage of teaching.2.Gifted education mentor teachers would support each teacher student with differentiated teaching based on their career, characteristics, teaching style, expertise, abilities, hobbies and interests, experience, teacher training institution.3.When tutoring teacher students in gifted education, mentor teachers would observe the context and structure of the teaching situation, pay attention to the impact of various situational factors on teaching guidance, turn the situation into a teaching aid, and improve the learning effectiveness of teacher students.4.The teaching content of gifted education mentor teachers instructing teacher students not only closely follows the internship performance evaluation performance indicators, but also paid attention to the following eight subject knowledge: understanding of gifted education (how to integrate subject majors into gifted education); analyze the connotation and principles of teaching materials/subjects, adjust teaching methods according to gifted students, question methods to stimulate gifted students to think, multiple and effective assessments, class management suitable for gifted students, subject-related activities provided to gifted students, and Internship students prepare for teaching selection.5.When tutoring teacher students, gifted education mentor teachers believed that the commonly used practical strategies that can effectively improve the learning effectiveness of teacher students were: understanding the teacher students, planning the internship counseling stage, direct demonstration, dialogue with the teacher students, encouraging the teacher students to participate, cultivate teacher students to reflect, support teacher students in practice, and simulate trial teaching.Finally, this study puts forward practical and research suggestions based on the research results.