評估實踐取向的師資培育改革:應用方案理論評鑑分析教師專業碩士學位學程之實施成效

Abstract

國立臺中教育大學以試驗師資培育體制與師資培育課程改革為核心，提出「精緻師資培育機制實驗計畫」，並向教育部申請設立了「教師專業碩士學位學程」，期藉由實踐取向的師資培育模式，培育出具「包班導向的教學力、創意導向的實踐力、省思導向的研究力」的新優質小學教師。為瞭解該學程的實施成效，本研究透過Chen所提出之「行動模式/改變模式」觀點，探討學程整體師資培育方案的情境因素及中介過程中的因果機制，以區辨達到預期結果的有效路徑。

為達研究目的，本研究先透過文件分析及訪談法建構學程的「行動模式/改變模式」理論概念架構，再針對101至104學年度入學的師資生進行問卷調查，獲致結論如下： 一、「行動模式/改變模式」圖示可用來建構「教師專業碩士學位學程」師資培育方案的理論概念架構。 二、行動模式中的配套與策略大多能落實，惟仍須克服在專業人力支持、公費名額爭取、協作夥伴關係建立及強化師資生實踐反思力的培養上的困境。 三、改變模式的落實情形尚佳，「多元學習活動」高於「結構性課程」，「觀察省思」高於「合作探究」及「創新教學」，「專業知能」高於「專業實踐」與「專業責任」。 四、不同背景變項(入學年度、代理經驗、入學時類組、學校職務)的師資生，在知覺改變模式的落實情形上有顯著差異。 五、「實踐反思」在「課程實施」對「專業表現」的預測上具中介效果。

最後，根據研究發現與結論，分對主管師資培育之教育行政機關、師資培育機構及未來研究提出建議。The National Taichung University of Education (NTCU) proposed an “Outstanding Teacher Cultivation Experiment Project” funded by the Ministry of Education to initiate a master-level teacher training model. With a practice-oriented approach, the model aims to reform the teacher education system as well as the curriculum. This study, involving the “professional master's degree program” (4+2 model) of the Project as the object, employed the “action model/change model” schema to assess the effects of the pilot program.

Using document analysis and interviews, this study firstly constructed a theoretical conceptual framework of “action model/change model”. Secondly, a questionnaire survey for teachers and students enrolled in the 101-104 academic yearwasconducted. The conclusions were as follows: 1.The “action model/change model” schema could be applied to construct the theoretical conceptual framework of the “professional master's degree program” for evaluation. 2.Most of the supporting measures and strategies in the action model were implemented. However, some insufficient conditions, such as the support of professional staff, the quota of government-funding for teachereducation, the establishment of collaborative partnerships and the fostering of students’ reflection, need to be strengthened. 3.The implementation of the components in the change model was at a moderately high level. The degree of “multiple learning activities” was higher than that of “formally structured courses”. The degree of “observation and reflection skill” is higher than those of“cooperationand inquiryskill” and “innovative teaching”. The degree of “professional knowledge” is higher than those of “professional practice” and “professional responsibility”. 4.Students with various demographic background (eg., years of teaching, experience of a substitute teacher and group of enrollment) had different perceptions regarding the degree of program implementation. 5.The relationship between curriculum implementation and professional performance was mediated by students’ practical reflection.

Finally, based on the findings and conclusions of the research, recommendations to the educational administrative agencies, teacher education institutesand future research areproposed.