為什麼我和實習夥伴關係會這樣？-教育實習個案之研究

What Happened to Our Mentoring Relationships: A Case Study of the Education Practicum

本文以雨個師徒關係一成功和失敗一的個案為例，探討影響師 徒關係的相關因素，同時瞭解師徒關係對實習過程及成果的影響。 研究方法探用個案研究法(case study)，研究時間配合新制教育實習 時間(半年)為期8個月，選取對象是台東市區雨所參與實習辅導的 國小，各1組師徒配對的個案。研究結果得出5點發現與啓示：（ 1)師徒對自己的角色要有清楚的認知，使自己具備更多正面特質 ;(2)強化人際溝通的能力；（3)瞭解不同性別的人格特質，調整 與師傅（或徒弟）的相處模式；（4)學校建立「師傅人才資料庫」 ，開發師傅的人力資源；（5)校行政單位與師資培育機構應扮演合 宜的中介角色，以落實辅導之責。本文之研究結果對教育現場中之 實習學生、實習辅導教師、實習學校相關行政人員、及實習指導教 師等人在未來教育實習工作中，提供許多反省思考的議題及參考作法

This article focuses on factors that might have affected the mentor-mentee relationship following a case study of the Education Practicum. The study adopted the case study method at two elementary schools in Taitung City. There were two mentor-mentee pairs， a successful one and a dysfunctional one. The duration of the study was eight months， from August 2009 to March 2010. The results and implications included the following: 1) Both mentors and mentees need to have a good understanding of their roles， and prepare themselves for more positive attitudes. 2) Reinforce personal communication skills. 3) Recognize gender differences in personality， and adjust mentors，(or mentees5) interaction pattern. 4) Schools need to establish a “Mentor Resources Bank” for recruiting and developing mentors. 5) School administrators and teacher education institutions should be appropriately proactive and supervise accordingly. This study aimed to provide feedback on the implementation of educational practicum for mentors， mentees， administrative staff in schools， and their supervisors in teacher education institutions.