SPE融入教學實習課程增進國小師資生學習成效之行動研究(Ⅱ)

Abstract

在近二十年教學實習課程授課的經驗，行動研究者與觀察到，如何藉由實習課程協助師資生交流轉化理論與實務，讓師資生沉浸於國小教學現場，使其體驗學校情境角色等，仍為有待解決的問題。為改善前述問題，行動研究者重新設計國民小學教學實習課程—SPE融入教學實習課程。經過第一循環的行動研究，已發現部分成效以及需要修正之處，本年度計畫為第二循環的行動研究，旨在基於第一循環行動研究的成果進行課程方案的修改與實施，藉由此循環實施的成效與再修改，確認最終課程方案。本研究乃針對課程方案中的大學教學準備與學習、國小體驗學習、大學評估與回饋等三階段的實施，採用量化與質性工具進行資料蒐集、分析、反省與修正。所得結論如下：（1）經過第二循環課程實施與修正，確立三階段SPE融入教學實習課程方案及其內涵。（2）SPE融入教學實習課程方案確能改善問題並提升師資生專業實踐知能。（3）與專業發展學校的合作關係和賦權增能教職員的輔導專業素養，是有效實施SPE融入教學實習課程方案的重要影響因素。（4）基過兩個循環的行動研究歷程，行動研究者獲得在專業發展學校、體驗學習和師資生專業成長等面向的學習與互動。

In nearly twenty years of experience in teaching practice courses, an action researcher has observed how to use practice courses to help student teachers communicate and transform theory and practice, so that student teachers can immerse themselves in the teaching scene of elementary schools, allowing them to experience the role of the school situation, etc. is still an unsolved problem. In order to improve the aforementioned problems, an action researcher redesigned the national primary school teaching practice course—SPE into the teaching practice course. After the first cycle of action research, some effects and corrections have been found. This year's plan is the second cycle of action research, which aims to modify and implement the curriculum plan based on the results of the first cycle of action research. Through this, the effectiveness of this year’s cycle implementation and re-modification to confirm the final course. This study is aimed at the implementation of the three phases of the curriculum plan, namely preparation for university teaching and learning, experience learning in elementary schools, and university evaluation and feedback, using quantitative and qualitative tools for data collection, analysis, reflection and revision. The conclusions are as follows: (1) After the implementation and revision of the second cycle curriculum, the three-stage SPE integration into teaching practice curriculum and its connotation are established. (2) The integration of SPE into the teaching practice course program can indeed improve the problem and enhance the professional practical competence of student teachers. (3) The cooperative relationship with professional development schools and the empowerment and professional competence of teaching staff are important influencing factors for the effective implementation of SPE integration into the teaching practice course. (4) Based on the two-cycle action research processes, an action researcher got learning and interaction in professional development schools, experience learning, and professional growth of student teachers.