臨床視導對國小實習教師教學效能影響之研究

Abstract

本研究旨在探究臨床視導的實施，對實習教師教學效能的影響情形。研究採準實驗設計，以30 位國小實習教師為研究對象，實驗組與控制組各15 人，實驗組接受臨床視導的指導，控制組則否。研究工具為教學行為綜合觀察表，資料分析方法則採單因子共變數分析。其次，則抽取五位實習教師與五位實習輔導 教師進行訪談，以了解臨床視導的歷程及其對實習教師教學效能的影響。研究結果發現：臨床視導實施後，實驗組實習教師大多具有不錯的教學效能；且實驗組在三 個教學領域以及12 個教學行為教學效能上，比控制組有顯著進步。而訪談結果也發現臨床視導的實施，對實習教師教學效能有正向的影響。最後，根據研究結果，提出若干建議，以作 為師資培育實務及未來研究的參考。

The main purpose of this study was to examine the impact of clinical supervision on the teaching effectiveness of student teachers. In order to accomplish this goal, an experiment was designed that could verify whether there was a significant difference as regards the teaching effectiveness of student teachers having clinical supervision and that of those under traditional supervision. The population consisted of 30 student teachers, 15 in the treatment group and 15 in the comparison group. Results were analyzed by using statistical analysis via ANCOVA. In addition, a semi-structured interview was employed to collect the perceptions of the student teachers and the mentor teachers with regard to the process of clinical supervision and its impact on teaching effectiveness. The main findings of this study were as follows: (1) in the treatment group, the student teachers’ teaching effectiveness was moderately high; (2) clinical supervision had a significantly positive impact on the student teachers in the treatment group, and this impact was clear in 3 different instructional domains and with regard to12 instructional behaviors. Based on these findings, the authors make several suggestions intended for teacher-education institutes, elementary schools and student teachers; they also make some suggestions for further research.