北北基高中職教學輔導教師運用資料導向決定之研究

Abstract

本研究探討教學輔導教師在教學輔導的過程中，運用資料導向決定協助夥伴教師進行教學精進的現況和影響因素，研究範圍和對象為北北基地區通過教育部教學輔導教師認證資格的高中職教學輔導教師。本研究目的有二：一、探討北北基高中職教學輔導教師運用資料導向決定的現況，二、分析影響北北基高中職教學輔導教師運用資料導向決定的因素。本研究採質性研究取徑，以訪談方式對16位北北基高中職教學輔導教師進行資料蒐集，最後依據研究發現提出建議。 研究發現如下： 一、教學輔導教師運用的資料類型以學校背景資料、學生學習資料為主，參與者知覺資料、學校資源資料次之，另因教學輔導之故，教學設計資料亦有所需 二、教學輔導教師資料運用的歷程為聚焦問題、蒐集資料、反思問題和回饋教學 三、教學輔導教師資料運用會受到夥伴教師意願、信任關係、學校行政支持程度、時間、培訓課程，以及個人資料素養和教授學科的影響 依據上述研究發現，提出以下研究建議： 一、教學輔導教師宜嘗試從學習者的角度蒐集、分析參與者知覺的資料類型 二、教學輔導教師宜嘗試循環運用資料追蹤教學決定的成效 三、學校單位宜協助教學輔導教師蒐集、分析所需資料 四、學校單位宜營造教師之間教學資料分享、討論的氛圍 五、教育主管機關宜實施教師資料素養培訓課程 六、教育主管機關宜建置有利於教師教學的資料系統平台

This study investigated the situation and influential factors contributing to the use of data driven decision making in assisting partner teachers to achieve teaching sophistication during mentor teachers’ teaching counseling process. The research scope and participants include general and vocational high schoolmentor teachers from the Tri-cities of Taipei (Taipei, New Taipei, and Keelung City) who have obtained teaching certification from the Ministry of Education as mentor teachers. There are two research purposes: 1. To explore the situation of the data driving decision making of general and vocational high school mentor teachers from the Tri-cities of Taipei; 2. To analyze factors affecting the data driven decision making of general and vocational high school mentor teachers from Tri-cities of Taipei. The qualitative research path was adopted in this study. Through the interview method, data collection was implemented on 16 general and vocational high school mentor teachers from Tai-cities of Taipei. Finally, recommendations were put forth based on the research findings. The research findings are as follows: 1. The school background information and student learning information comprised the majority of the data types used by the mentor teachers, followed by participants’ perceived information and school resource information. Due to teaching counseling, teaching design information was also required. 2. The mentor teachers’ course of data use includes: problem focus, data collection, problem reflection, and feedback teaching. 3. The mentor teachers’ data use was subject to partner teachers’ willingness, trust relationship, school’s administrative support level, time, training courses, personal data literary, and subjects imparted. Based on the above findings, the following research recommendations were proposed: 1. The mentor teachers attempted to collect and analyze the participants’ perceived data types from the perspective of learners. 2. The mentor teachers should attempt to use recyclable data to track the effectiveness of teaching decision-making. 3. School units should assist mentor teachers in collecting and analyzing data. 4. School units should create an atmosphere for teaching data sharing and discussion among teachers. 5. Educational authorities should implement teacher data literacy training courses. 6. Educational authorities should build an information system platform that facilitates teachers’ teaching.