打開教學實習的黑盒子：行動者網絡觀點

Abstract

教學實習是實習教師由大學過渡到中學現場的歷程。本研究以行動者網絡（ANT）的視角出發，借Latour打開黑盒子的精神，瞭解教學實習的網絡是如何構成的。以Callon、Nespor等人的理論作為架構，觀察英才大學地理科教學實習的情景，並以兩位實習教師作為主要研究參與者。透過研究資料蒐集，分析教學實習中的行動者以及網絡的構成。研究發現如下：第一，將「教學演示與設計」作為實習期間的必要通過點，能看見不同行動者在網絡中的動態。實習教師透過課堂案例、自編教材與教師的回應達成對學生的徵召。研究進一步發現「徵召」幫助我們看見教與學在心理歷程以外的實際行動，如何透過多樣物件達成，體現人與物在網絡中的對稱關係。第二，教學實習座落於大學與中學的學習網絡間，各自有多種人與非人行動者存在，行動者間交互影響，改變實習教師在實習期間的行動軌跡。教師在網絡中創造新的物件，找到在實習網絡中位置，進而穩定並支持自身的教學，完成對多重教育期待的回應。Teaching practice is the process of a trainee teacher transitioning from university to middle school. Starting from the perspective of Actor Network Theory（ANT）, this study uses Latour's perspective of unboxing the black box to understand how the network of teaching practice is constituted. Based on the theories of Callon, Nespor, etc., I observe the teaching practice of geography in Yingcai University, and take two trainee teachers as the main research participants. Through research data collection, the actors in the teaching practice and the composition of the network are analyzed. The findings of the research are as follows: First, teaching demonstration and design is regarded as an Obligatory Passage Point（OPP）during the internship, the dynamics of different actors in the network can be observed. The trainee teachers use examples, self-compiled teaching materials, and responses skills to achieve enrollment to the students. Furthermore, ”enrollment” helps us understand how the actual actions of teaching and learning beyond the psychological process are achieved through various objects, reflecting the symmetrical relationship between human and non-human objects in the network. Secondly, teaching practice is located between the learning networks of universities and middle schools, each with a variety of human and non-human actors, and the interaction between actors changes the action trajectory of trainee teachers during the practice period. Teachers create new objects, find their way in the internship network, stabilize and support their own teaching, and complete the response to multiple educational expectations.