我要教下去?!教育實習經驗及任教承諾之研究—以家政實習生為例

Abstract

本研究探討綜合活動家政實習生的實習經驗並分析其任教承諾。採詮釋現象學角度，以質性訪談，蒐集四位完成實習兩年內之實習生訪談資料，運用社會學習論與符號互動論為分析架構，兼參酌受訪者實習期間撰寫之實習記錄進行分析，探討任教承諾變化。本研究主要結果摘述如下： 一.四位實習生經歷教學理想化、尋求教學素材、教學困境，以及危機處理後之教學成長的歷程，在實際教學前不僅有期待感，亦產生焦慮感受。 二.實習生在實習前與實習輔導老師討論實習內容、實習中觀摩輔導教師之教學，瞭解課程設計脈絡，據以準備教學演示；然因實習生對教學產生焦慮、沒有信心之故，出現無法有效管理班級秩序或是教學設計不足，課程無法順利進行。所幸有賴於實習生積極與實習輔導老師請益解決策略、執行與修正，雙方共同合作跨越不同的挑戰。 三.實習生與實習輔導老師的互動關係融洽，有助於實習生專業成長之外，也促進實習輔導老師再成長。實習結束後，實習輔導教師繼續幫助實習生參加教師甄試之準備。 四.實習結束後，家政實習生均表示高度的任教承諾，茲從職前準備與投入、教職認同與任教意願等三面向說明如下： (1)實習生透過職前教育課程努力準備教學設計，在實習前與實習輔導老師討論實習規劃，展現良好教學的企圖心。 (2)實習生由實際教學而瞭解教師工作內容、增強教學信心，進而更認同教職工作。 (3)實習生在教學過程中接收到學生的正向回饋，工作環境氣氛以及實習輔導老師與同事的人際支持，進而提升教學信心，更加願意留任教職。 根據結果，本研究針對實習生、實習輔導老師與師資培育單位提出建議，並闡述本領域未來學術研究之展望。The aim of this research was to analyze the relationship between novice teachers’ experience and their commitment to teach on the subject of Home Economics. The thesis was conducted by qualitative research Hermeneutical Phenomenology method. It was discovered as follows:

The novice teachers experienced process of teaching idealism, searching for teaching material, dealing with difficulties and moving on. During teaching practice, the novice teachers were well prepared through observation and discussionwith mentors although expectation and anxiety were evolved and brought undesired situation in actual teaching. Professional advices from mentors and social support from students, mentors and colleagues encouraged the novice teacher to advance and devote themselves to teaching. The principle conclusions are as bellows: 1.Teaching capability was advanced through attending educational practicum. 2.Both mentor and novice teacher were benefited during participation of educational practicum. 3.Commitment to teach was inspected in three dimensions. (1)Preparation and involvement: The novice teachers were aspired along with process of preparation with mentors. (2)Identity to work: The novice teacher were confident of being a teacher through actual teaching. (3)Willing to teach: The novice teachers developed desire to teach as an occupation due to students’ positive feedback, mentors and colleagues’ encouragement. Advices were provided to novice teachers, mentors and centers for teacher education and expectation of further academic research were established.