體育師資生集中實習經驗與專業成長之個案研究
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2013
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教學實習課程提供師資生首次將所學付諸於實踐的機會，透過實地教學情境中與他人的互動，幫助其社會化且成長，並提早了解為教育實習做準備。本研究探討體育師資生於集中實習階段所經歷之實地教學實習經驗。透過半結構式訪談、參與觀察及相關文件分析2位體育師資生實地教學經驗，以了解體育師資生在集中實習階段教學專業成長之歷程，研究發現：一、師資生的教學時間流程、課室管理、教學設計、技巧、信心與應變能力，隨經驗增加而有所成長；二、集中實習經驗受到師資生個人學習反思、學生、實習輔導教師、同儕師資生與教學環境之影響，會因個人特質與情境不同而有異同；三、期間遭遇理論與實務的差距、運動項目特性之差異與教案淪為教學提醒工具之問題，而發現與解決問題過程，能有效促進專業成長。基於上述結果，建議師資生紮實教育與專業知識，即早了解自我教學風格、實習輔導教師帶領方式、學生能力與實習環境；師資培育相關機構重視實地教學經驗，並避免理論與實務的差距；而針對未來研究，可以質、量並重的方式，或是添加不同對象，提供不同觀點資料，深化研究內涵。
Teaching practice program provides student teachers an opportunity to put theory into practice through interacting with other people in field teaching context firstly, helping them grow socially and preparing for understanding educational practice in advance. The study focused on student teachers’ teaching field experiences which they experienced at the internship phase. The study involved semi-structured interviews, participant observation and document analysis. Results of the study showed: First, the student teachers experienced teaching time processes, classroom management, instructional design, skills, confidence and ability to cope with emergency, and they progressed while their experiences increased; Second, student teachers’ teaching field experiences were impacted by individual learning reflection, students, mentors, peers, and teaching environmental, varied with their personal traits and different contexts; third, during field teaching, student teachers confronted the gap between Theory and Practice, differences of sport characteristics and lesson plans as remind instrument, and the process to find and solve problems can effectively promote professional growth. Based on these results, we recommend that student teachers can consolidate education and professional knowledge for understanding their teaching styles, mentors’ leading way, student ability and practice environment early; organizations of teacher education have to focus on field teaching experiences to avoid the gap between theory and practice; the future research can use both quality and quantity methods, or add different objects, providing information on different perspectives to deepen research contents.
Teaching practice program provides student teachers an opportunity to put theory into practice through interacting with other people in field teaching context firstly, helping them grow socially and preparing for understanding educational practice in advance. The study focused on student teachers’ teaching field experiences which they experienced at the internship phase. The study involved semi-structured interviews, participant observation and document analysis. Results of the study showed: First, the student teachers experienced teaching time processes, classroom management, instructional design, skills, confidence and ability to cope with emergency, and they progressed while their experiences increased; Second, student teachers’ teaching field experiences were impacted by individual learning reflection, students, mentors, peers, and teaching environmental, varied with their personal traits and different contexts; third, during field teaching, student teachers confronted the gap between Theory and Practice, differences of sport characteristics and lesson plans as remind instrument, and the process to find and solve problems can effectively promote professional growth. Based on these results, we recommend that student teachers can consolidate education and professional knowledge for understanding their teaching styles, mentors’ leading way, student ability and practice environment early; organizations of teacher education have to focus on field teaching experiences to avoid the gap between theory and practice; the future research can use both quality and quantity methods, or add different objects, providing information on different perspectives to deepen research contents.
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體育師資生, 集中實習, 教學專業成長, 師資培育, physical education student teacher, student teaching practice, teaching professional growth, teacher education