Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110414
Title: 國民小學初任教師教學挫折與復原力之研究
A Study on the Teaching Frustration and Resilience of the Beginning Teachers in Elementary Schools
Authors: 湯仁燕
Tang, Ren-Yen
黄馨儀
Huang, Sin-Yi
Keywords: 初任教師
教學挫折
復原力
beginning teacher
teaching frustration
resilience
Issue Date: 2020
Abstract: 本研究旨在探討國小初任教師遭遇教學挫折的狀況,其提升復原力之歷程與方法。主要的研究目的有三,首先探究國民小學初任教師教學挫折的來源;其次分析國民小學初任教師面臨教學挫折的因應歷程;最後探討國民小學初任教師提升復原力的影響因子及其運作模式。 本研究為個案研究,研究對象為台中市國民小學擔任六年級班級導師之正式教師。研究者採訪談、觀察、文件分析等質性研究方法進行資料蒐集,並進一步分析資料與歸納研究結果。根據研究結果與討論,獲得研究結論如下: 一、 初任教師的教學挫折來源主要為教師知能與期望間的落差及歸因錯誤 初任教師容易對學生抱太大期望,對教學也充滿美好想像,但往往個人的教學知能、經驗並不充足,無法達成期望或目標。而歸因錯誤也常會導致無法順利解決教學困境,所以當初任教師在期望與能力未達平衡前以及歸因錯誤時,都會產生教學挫折。 二、 國民小學初任教師教學挫折的因應歷程可分為七階段 包含「積極尋求外在支持系統」、「不斷自省及自我否定」、「消極逃離挫折情境」、「重新定義挫折情境」、「證明自我能力、自求突破」、「接受現實」、「回歸初衷」。 三、 國民小學初任教師挫折復原力的運作模式隨著因應歷程而來回變動四種模式 包含「外在支持系統抵抗挫折感的補償模式」、「身心平衡的重建歷程模式」、「失落的重建歷程模式」、「自我評估、複製經驗的免疫模式」、「自求突破的免疫模式」、「改變看法的補償模式」、「教學挫折鞏固初衷的挑戰模式」。 並根據研究結果,在教學挫折方面,對學校機構、國小初任教師、未來研究方向三個面向提供具體建議。 一、 政府、學校機構方面 (一) 初任教師導入研習增加剛過初任階段教師心路歷程分享及延長共學社群年限 (二) 學校建立初任教師支持系統及增加初任教師輔導管道 二、 初任教師方面 (一) 面對教學挫折要正向積極、冷靜分析並制定因應策略 (二) 紀錄初任教師教學歷程檔案 (三) 保持正向積極態度,並莫忘初衷 三、 未來研究方向 (一) 以研究題目而言,可針對初任教師行政、親師溝通、人際方面挫折做更深入的探究 (二) 以研究對象而言,可深入探討專家教師和初任教師在教學挫折與復原力的比較
The purpose of this research is to explore the situation of beginning teachers in elementary schools encountering teaching frustration, and the process and methods of improving resilience.There are three main research purposes. First, explore the source of teaching frustration for beginning teachers in elementary schools; second, analyze the process of beginning teachers in elementary schools responding to teaching frustrations; and finally discuss the impact factors and operating modes to improve resilience of beginning teachers in elementary schools . This research was a case study. The object of study was a elementary school beginning teacher who teach a sixth grade class in Taichung . Researchers interviewed, observed, document analysis and other qualitative research methods to collect data, and further analyze the data and summarize the research results. Based on the research results and discussion, the following conclusions are obtained: 1. The source of teaching frustration for beginning teachers is mainly the gap between teachers' knowledge and expectations ,and attribution errors. Beginning teachers tend to have too much expectations for their students, and they are also full of expection for teaching, but often their personal teaching knowledge and experience are not enough to meet their expectations or goals. Attribution errors also often lead to the inability to successfully solve the teaching dilemma. Therefore, when the beginning teachers fail to achieve a balance between expectations and abilities, or when attribution errors occur, there will be teaching frustration. 2. The process of beginning teachers in elementary schools responding to teaching frustrations can be divided into seven stages. Includes "actively seeking external support systems", "continuous self-reflection and self-negation", "negative escape from frustration situations", "redefining frustration situations", "proving self-ability, seeking breakthroughs", "accepting reality", "returning to the original intention" . 3. Along with the stage of responding to teaching frustrations, the operation mode of resilience of the beginning teachers of elementary school changes four modes back and forth. Including "compensation mode for external support system to resist frustration", "reconstruction process mode of body and mind balance", "lost reconstruction process mode", "self-assessment, copying experience immune mode", "self-seeking breakthrough immune mode" , "Compensation model for changing views", "Challenge model for consolidating teaching frustration". And according to the research results, in terms of teaching frustration, it provides specific suggestions for the three aspects of school institutions, beginning teachers in elementary school, and future research directions. 1. Government, school institutions (1) Institute for beginning teachers should increase the experience sharing of teachers who just past the beginning stage ,and extend the time of the teacher learning community. (2) The school should establish a support system for beginning teachers and increases the counseling system for beginning teachers. 2. Beginning teachers (1) Facing the frustration of teaching, we must positively and calmly analyze and formulate corresponding strategies. (2) Record the teaching Portfolio of the beginning teacher. (3) Maintain a positive attitude and don’t forget the original intention. 3. Future research directions (1) In terms of research topics,more in-depth investigations can be made on the frustrations of parent-teacher communication and the interpersonal aspectsthe of beginning teacher administration. (2) As far as the research object is concerned, it is possible to discuss in depth the comparison between teaching frustration and resilience of expert teachers and beginning teachers.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060403022E%22.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110414
Other Identifiers: G060403022E
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