臺北市公立實驗小學教師甄選方式與教學生活適應之研究
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2023
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因應時代變遷與科技日新月異，如新型冠狀病毒 (Covid-19)蔓延所促進的遠距教學或是2022年OpenAI推出的Chat Generative Pre-trained Transformer (ChatGPT)，這些創新都促使教育也需要與時俱進，學生對於知識的獲取較以往便利，教育的目標逐漸從知識的傳遞轉變為知識的應用。因此，臺灣更順應世界的潮流，持續推動實驗教育、雙語教育及十二年國教等教育政策。其中，實驗教育秉持回歸以學生為主體、引導學生學習帶得走的能力，並培養成為一位能夠關懷他人的人，此乃刻不容緩之教育大事。俗話說：「十年樹木，百年育人」，除了家庭外，教師是影響學生一輩子的人，故本研究將以臺北市公立實驗國民小學教師為研究對象，採用質性研究取徑，透過文獻探索、文件分析和訪談等研究方法，探究臺北市公立實驗小學教師參與教師甄選現況及教師教學生活適應情形。本研究檢視多位實驗教育教師參與教師甄選動機與現況，根據研究結果，發現多數教師皆是透過聯合甄選進入實驗教育學校，依考試分數分發至實驗教育學校，準備過程並無特別針對實驗教育知識進行增能，因此錄取後，對於實驗教育學校的作息和課程較陌生；相對地，透過選擇自辦甄選進入實驗教育學校的教師，能夠藉由準備甄選的過程中，更深入了解實驗教育學校的課程脈絡及教學環境，較能降低教師錄取後對於實驗教育想像的落差。本研究之教學生活適應係指個人內在適應、專業教學適應與人際互動適應三個層面。研究結果分別針對實驗教育學校教師的教學生活適應現況、困境與期待作說明，以下分述之：一、教學生活適應現況：
（一）個人內在適應現況分別為親近自然、特質相符與重視全人。
（二）專業教學適應現況分別為課程創新、輔特知能與興趣探索。
（三）人際互動適應現況分別為夥伴合作、家長參與與師生互動。
二、教學生活適應困境：
（一）個人內在適應困境分別為理念差異、角色混淆與學校節奏。
（二）專業教學適應困境分別為空白時間、專業能力與校外交流。
（三）人際互動適應困境分別為協同分配、學生界線與家長期待。
三、教學生活適應期待：
（一）個人內在適應期待分別為對話共識、適當留白與夥伴傳承。
（二）專業教學適應期待分別為教材協助、專業人才與資源補助。
（三）人際互動適應期待分別為共同參與、關懷同理與價值澄清。
最後，根據上述結論，研究者提供對教育行政主管機關、學校行政單位、實驗教育的教師及後續相關研究建議，期望能裨益臺北市公立實驗小學教師甄選方式與教學生活適應的發展。
With the development of society and technology, Taiwan has been following the global educational trends by continuously promoting experimental education, bilingual education, and 12-year basic education policies. Particularly, experimental education shows its importance by focusing on a student-centered approach, cultivating students' ability to learn, and encouraging students to be a caring individual. Hence, this research took public school-based experimental education for elementary school teachers in Taipei city as research subjects. It adopted the qualitative research approach, using methods such as literature review, document analysis, and interviews to understand the teacher recruitment method and the influencing factors in teaching life adjustment of the public school-based experimental education for elementary school teachers in Taipei city.According to the data generalization results, most teachers participating teacher joint recruitment entered experimental education schools by their exam scores, without exploration with the experimental education school's daily routine and curriculum before. In contrast, teachers who participated teacher independently-held recruitment were able to gain a deeper understanding of the curriculum and teaching environment of experimental education schools, thereby reducing the gap between their expectations and the reality of teaching. The adjustment to teaching life in this study refers to three aspects, intrapersonal adjustment, professional teaching adjustment, and interpersonal interaction adjustment. The results of the study are described in terms of the current situation, difficulties, and expectations of teachers in experimental education schools:1.Current situation of adjustment to teaching life:(1) Personal adjustment current situations are a tendency to nature, similar traits, and valuing the holistic education.(2) Professional teaching adjustments current situations are curriculum innovation, counseling and special education knowledge, and interest exploration.(3) Interpersonal interaction adjustment current situations are partnership, parental participation, and teacher-student interactions.2.Teaching Life Adjustment Difficulties:(1) Internal adjustment difficulties are value differences, role confusion, and fast-paced school life.(2) Internal adjustment difficulties are less free time, professional competence, and opportunity to interact with other experimental education schools.(3) Interpersonal adjustment difficulties are issue with team teaching, boundary between teachers and students, and parental high expectations.3.Teaching life adjustment expectations:(1) Personal internal adjustment expectations are communication and consensus, appropriate free time, and school culture inheritance from senior teachers.(2) Professional teaching adjustment expectations are teaching materials assistance, establishment of the advisory expert system, and financial support.(3) Interpersonal interaction adjustment expectations are showing full engagement, caring and empathy, and value clarification.Finally, based on the above conclusions, this study put forward suggestions for education administration sector, experimental education school administrators and advice on the follow-up studies, which can benefit the development of school-based experimental education.
With the development of society and technology, Taiwan has been following the global educational trends by continuously promoting experimental education, bilingual education, and 12-year basic education policies. Particularly, experimental education shows its importance by focusing on a student-centered approach, cultivating students' ability to learn, and encouraging students to be a caring individual. Hence, this research took public school-based experimental education for elementary school teachers in Taipei city as research subjects. It adopted the qualitative research approach, using methods such as literature review, document analysis, and interviews to understand the teacher recruitment method and the influencing factors in teaching life adjustment of the public school-based experimental education for elementary school teachers in Taipei city.According to the data generalization results, most teachers participating teacher joint recruitment entered experimental education schools by their exam scores, without exploration with the experimental education school's daily routine and curriculum before. In contrast, teachers who participated teacher independently-held recruitment were able to gain a deeper understanding of the curriculum and teaching environment of experimental education schools, thereby reducing the gap between their expectations and the reality of teaching. The adjustment to teaching life in this study refers to three aspects, intrapersonal adjustment, professional teaching adjustment, and interpersonal interaction adjustment. The results of the study are described in terms of the current situation, difficulties, and expectations of teachers in experimental education schools:1.Current situation of adjustment to teaching life:(1) Personal adjustment current situations are a tendency to nature, similar traits, and valuing the holistic education.(2) Professional teaching adjustments current situations are curriculum innovation, counseling and special education knowledge, and interest exploration.(3) Interpersonal interaction adjustment current situations are partnership, parental participation, and teacher-student interactions.2.Teaching Life Adjustment Difficulties:(1) Internal adjustment difficulties are value differences, role confusion, and fast-paced school life.(2) Internal adjustment difficulties are less free time, professional competence, and opportunity to interact with other experimental education schools.(3) Interpersonal adjustment difficulties are issue with team teaching, boundary between teachers and students, and parental high expectations.3.Teaching life adjustment expectations:(1) Personal internal adjustment expectations are communication and consensus, appropriate free time, and school culture inheritance from senior teachers.(2) Professional teaching adjustment expectations are teaching materials assistance, establishment of the advisory expert system, and financial support.(3) Interpersonal interaction adjustment expectations are showing full engagement, caring and empathy, and value clarification.Finally, based on the above conclusions, this study put forward suggestions for education administration sector, experimental education school administrators and advice on the follow-up studies, which can benefit the development of school-based experimental education.
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Keywords
實驗教育, 教師甄選方式, 教學生活適應, Experimental Education, Teacher Recruitment Method, Teaching Life Adjustment