實習輔導經驗之探討－以八位幼教實習輔導老師為例
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2007
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Abstract
本研究旨在瞭解幼稚園實習輔導老師的輔導觀點，並探究其所運用輔導方法、和實習生之間的互動關係，並探討幼稚園實習輔導老師所面臨的問題，進而分析影響其實習輔導的因素。
本研究以台北縣(市)八位公私立幼稚園實習輔導老師為研究參與者，採個別訪談的方式蒐集資料。主要有以下幾點結論：
一、幼稚園實習輔導老師的主要輔導觀點是協助實習生成為一位足以勝任幼教工作的老師；主要輔導內容是教學與保育級務實習；最常使用的輔導策略為「直接建議」、「提供訊息」、「及時處理」、「鼓勵讚美」。
二、幼稚園實習輔導老師期望與實習生建立朋友關係，但在實際的互動上，大多維持師徒關係。隨著實習生與幼稚園實習輔導老師雙方互動較密切後，可能發展出伙伴、姐妹、朋友等關係。
三、幼稚園實習輔導老師所面臨的問題中，最普遍的為「實習生學習的問題」與「輔導老師個人的問題」；最嚴重的問題則為「實習生個人態度的問題」。輔導老師在遇到實習生缺乏學習意願與學習態度不佳的狀況時，通常較無法面對且難以處理。
四、影響幼稚園實習輔導最主要的因素是「輔導老師過去的經驗」，其次是「實習生的學習意願」。輔導老師會從過去的實習經驗中獲得一些正向的輔導知能，思考出更理想的輔導方式，並學習調整輔導方式與處理問題的方法。若遇到學習意願不高的實習生，輔導老師會降低其輔導的標準。
最後，根據研究發現，本研究針對實習生、實習輔導老師、師資培育機構及未來研究者等提出相關建議。
The purposes of this research are: (1) to understand the student counseling viewpoints of the mentor in kindergarten, (2) to explore the tactics of student counseling and the interaction between the student teacher and the mentor, (3) to investigate the problems encountered by the mentor in kindergarten, and then to analyze the factors that affects the student counseling of practicum system. This research used eight mentors in Taipei County as study participator. The data were collected through interviews. The major findings are as follows: 1. The major student counseling viewpoints of the mentor in kindergarten were to assist the student teacher in becoming a teacher with competence. The major contents of student counseling were teaching and child care. 2. The mentor expected to establish friendship between his\her apprentice, while they actually remained a master-apprentice relationship. As the student teacher and the mentor became more intimate, they might even built up partnership, friendship, or sisterhood. 3. The most general problems that the mentor encounters were those of student teacher’s learning and of the mentor’s own, and the most serious of which was the attitude of the student teacher. The mentor often dealt with a lot of difficulties when faced with reluctance of the student teacher. 4. The main factor that influenced kindergarten mentoring was the mentor’s experience, and the student teacher’s willingness followed. The mentor gained some positive mentoring strategies, came up with more ideal way in mentoring, and learnt to adjust the approach of mentoring and problem solving from his\her internship. If his\her apprentice lacked learning willingness, the mentor lowered his\her expectations of mentoring. Finally, according to the findings, this research proposed some suggestions aiming at student teachers, their mentors and the teacher education institutions, and future researches.
The purposes of this research are: (1) to understand the student counseling viewpoints of the mentor in kindergarten, (2) to explore the tactics of student counseling and the interaction between the student teacher and the mentor, (3) to investigate the problems encountered by the mentor in kindergarten, and then to analyze the factors that affects the student counseling of practicum system. This research used eight mentors in Taipei County as study participator. The data were collected through interviews. The major findings are as follows: 1. The major student counseling viewpoints of the mentor in kindergarten were to assist the student teacher in becoming a teacher with competence. The major contents of student counseling were teaching and child care. 2. The mentor expected to establish friendship between his\her apprentice, while they actually remained a master-apprentice relationship. As the student teacher and the mentor became more intimate, they might even built up partnership, friendship, or sisterhood. 3. The most general problems that the mentor encounters were those of student teacher’s learning and of the mentor’s own, and the most serious of which was the attitude of the student teacher. The mentor often dealt with a lot of difficulties when faced with reluctance of the student teacher. 4. The main factor that influenced kindergarten mentoring was the mentor’s experience, and the student teacher’s willingness followed. The mentor gained some positive mentoring strategies, came up with more ideal way in mentoring, and learnt to adjust the approach of mentoring and problem solving from his\her internship. If his\her apprentice lacked learning willingness, the mentor lowered his\her expectations of mentoring. Finally, according to the findings, this research proposed some suggestions aiming at student teachers, their mentors and the teacher education institutions, and future researches.
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幼教實習輔導, 實習輔導老師, 實習輔導經驗, 實習輔導策略, kindergarten mentoring, mentor, mentoring experience, mentoring strategy