國民小學初任教師導入輔導方案之研究

Abstract

本研究旨在探討目前的初任教師導入輔導方案實施現況與效益，研究基於教師生涯理論、教師領導理論以及教師專業發展理論，建立分析架構，以之探究初任教師導入輔導之需求、導入輔導方案之成效，以及方案理想與現實的落差。本研究運用質性研究法中的經驗研究，透過半結構式的訪談，訪談四位初任教師及兩位薪傳教師，瞭解其參與初任教師導入輔導方案之經歷，探討其對於此方案的看法及實施成效。本研究主要發現如下：一、初任教師的導入以薪傳教師的輔導為主，提供經驗傳承、共同備課及基本支持。二、國民小學初任教師導入輔導之需求層面包含親師溝通、班級經營、課程教學、學校文化及人際關係。三、初任教師導入輔導方案能提升初任教師個人能力與提供心理支持，進而調整心態，促進專業成長。四、薪傳教師與初任教師的配對方式、時間壓力及輔導內容的實用性會造成方案理想與現實的落差。五、初任教師的支持來源多元，不同的支持協助能幫助初任教師更加適應教育工作。 本研究根據以上研究發現，對初任教師支持方案提供相關建議。This study aims to explore the current implementation status and effectiveness of induction programs for beginning teachers. Grounded in teacher career theory, teacher leadership theory, and teacher professional development theory, the research establishes an analytical framework to investigate the needs of beginning teachers for induction mentoring, the effectiveness of such programs, and the gap between the ideal and reality of program implementation. Using a qualitative research approach, specifically experiential research, the study employs semi-structured interviews to gather data from four beginning teachers and two mentor teachers. The purpose was to understand their experiences participating in the induction programs, and to examine their perspectives and the outcomes of the implementation. The main findings of the study are as follows:1.The induction of beginning teachers primarily relies on mentorship by mentor teachers, providing experience sharing, collaborative lesson planning, and basic support.2.The needs of beginning teachers in elementary schools include areas such as parent-teacher communication, classroom management, curriculum teaching, school culture, and interpersonal relationships.3.Induction programs can enhance the personal abilities of beginning teachers, provide psychological support, help adjust their mindset, and promote professional growth.4.Factors such as the pairing of mentors with beginning teachers, time constraints, and the practicality of mentoring content can create discrepancies between the ideal and the reality of the program.5.Beginning teachers receive support from diverse sources, and different forms of assistance can help them better adapt to the teaching profession. Based on the findings, this study provides relevant recommendations for supporting programs for beginning teachers.