舞蹈教室職前教師教學信念之探究

Abstract

本研究旨在探討職前教師未進入舞蹈教室前所持有的教學信念，及其參與職前培訓課程後持有的教學信念，透過教學目標、教學方法、教學內容、教師角色、師生關係和學生差異與學習等六個層面的分析，瞭解職前教師教學信念轉變之歷程。研究採取質性研究方法，以推廣身體與舞蹈教育為宗旨而設立之知名舞蹈教室為個案研究場域，並邀請一位新進教師為研究對象，此對象在未參與職前培訓課程前，已修畢中等教育學程並取得教師資格，在學校有教授表演藝術課程的經驗。研究者透過深度訪談資料、培訓課程上課日誌、教學觀摩日誌、試教影片及研究者觀察紀錄，來進行資料的搜集，並將資料加以歸納分析，獲致研究結論。 研究結果發現，職前教師在未參與職前培訓課程前，即已建立自己的教學信念系統，信念呈現出單一方面課堂意向、專業知能不足，在教學信念的六個層面未達一致性且教學觀點未曾適切，尚未具備有足夠的能力來勝任教職；參與職前培訓課程後，其教師角色、師生關係之教學信念大致仍延續培訓前觀點，在教學目標、教學方法、教學內容及學生差異與學習之教學信念得以調整、改變。舞蹈教室職前培訓課程對於職前教師教學信念的影響包含：(1)職前教師藉由課程中的不斷反省思考來思辨自己本身的信念是否合宜，並藉由試教、教學觀摩機會來體悟其理論與實務的差異與衝突，驗證信念是否適切，進而調整、改變自己的教學信念，培訓課程具有檢視反省、調整改變教學信念的功能；(2)經由系統化職前培訓課程調整與改變不同層面的教學信念，重塑建立教學信念及教學脈絡。 由於舞蹈教室是企業化經營而非一般學校教育，對合格老師所評鑑的標準更嚴格且必須符合教學系統要求的教學品質。根據研究結果可以得知，有系統化的引領新進教師參與職前培訓計畫，對新進舞蹈老師在教學上，確實會有明顯的影響與改變。本研究最後根據研究結果對師資培育單位與職前教師提出相關具體建議，以提供職前教師、學校、舞蹈教室、師資培育機構及未來研究之參考。The study aims at exploring teaching beliefs of a pre-service teacher before and after joining the pre-employment training program by a dance studio, and understanding the process of change in a teacher’s teaching beliefs through analyzing the six aspects of teaching objectives, methods, contents, teacher’s role, teacher-student relationship and student differences and learning. Using qualitative research methods, a pre-service teacher is chosen in the study, and the case study site is a famous dance studio with the goal of promoting dance education. The teacher has completed teacher education program for secondary schools and obtained the qualification before joining the pre-employment training. The teacher also has the experience in teaching performing arts at school. Data is collected through in-depth interviews, learning diary for the training program, teaching observation report, video of a teaching demonstration and the observation record. The conclusion is derived from the data analysis. Results of the study show that before the pre-employment training, the teacher’s teaching beliefs have been established; the teacher’s beliefs about teaching show single-intention; the teacher has insufficient professional competence; the six aspects of teaching beliefs are not consistent and the view of teaching is not appropriate, and the teacher has not yet had sufficient capability to perform well. After the pre-employment training, the teaching beliefs of teacher’s role and teacher-student relationship stay the same while the beliefs of teaching objectives, methods, contents and student differences and learning are adjusted and changed. The effects of the pre-employment training on teaching beliefs of the pre-service teacher include that: (1) with the constant reflection during the training program, the pre-service teacher can think whether her beliefs are appropriate, and by teaching demonstration and observation, she realizes the difference and conflict between theory and practice; the teacher can also prove whether her beliefs are appropriate so as to adjust or change her teaching beliefs; the training program provides an opportunity for the teacher to review, examine, adjust and change teaching beliefs; and (2) the teacher’s teaching beliefs and way of teaching are reshaped through systematic pre-employment training. Dance studio is a business, not a school, so the standard for assessing teachers is stricter, and the teaching quality must meet the requirement of teaching system. According to the study, a systematic pre-employment training program can significantly influence and change a new dance teacher in terms of teaching. Finally, the findings of the study provide specific suggestions to teacher education centers and pre-service teachers and serve as reference for pre-service teachers, schools, dance studios, teacher education institutions and future research.