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當老鳥與菜鳥相遇的那一刻起-

一位國小實習輔導教師輔導歷程之行動研究

 

 

台中市建功國小

 

郭至和

 

  

 

這一篇主要記錄著一名實習輔導老師和實習老師之間的成長故事,本研究採取行動研究的方法,探討實習輔導教師及實習教師在現實環境當中遭遇到了哪些的問題?如何才能改善其的專業發展?因此,本研究首先呈現我們在實習輔導的策略與方式之實際運作歷程中,所從事的教學反省及影響為何?在我們共同建構這個故事的歷程中,歷經了哪些的衝突與改變?我們又是如何尋求突破?

最後,藉由這一篇故事的建構,更讓我重新思考與澄清「反省教學」的意涵及實質意義,提出下列六個省思問題,重新釐清及檢視自己對「反省教學」的相關疑問:

一、 我為什麼要採取反省教學的方式來輔導實習老師?

二、 我所認為的「反省教學」究竟是什麼?

三、 我想要採取哪些輔導實習老師策略及方式?又為什麼要採取這些策略?

四、 昱玲老師願意接受這樣的輔導策略嗎?實習老師的角色及主體性何在?

五、 昱玲老師究竟獲得什麼?

六、 「反省教學」的教師一定是好的教師嗎?究竟誰能獲益?

 

關鍵字:反省教學、行動研究、實習輔導教師

 

 


When a Mentor Met a Mentee at a School—

An Action Research of the Guidance Strategies Used by Mentor Teacher

 

Jian-Gong Elementary School, Taichung City

 

Kuo, Chih-Ho

 

Abstract

The main purpose of this study is to explore the guidance strategies used by a mentor teacher and the reflective teaching of a student teacher in a primary school.  The foci of the study include: the main guidance strategies used by mentor teacher, the reflective teaching of a student teacher, and the interaction between mentor teacher and student teacher.  The methods of action research are utilized in collecting data, including teacher’s journals, interviews, and document analysis.

Finally, we consider the theoretical and practical issues about the reflective teaching:

1.       Why I adopted the way of reflective teaching to interact with student teacher

2.       What did I thought the reflective teaching?

3.       What were I designed and implemented the guidance strategies?

4.       Did the student teacher agree these guidance strategies?

5.       What did the student teacher to obtain?

6.       Were they good teachers that to used these strategies of the reflective teaching?

 

 

 

Keywords: action research, mentor teacher, reflective teaching

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