教育實習教師應用自我調整學習策略之內涵分析研究

Content Analysis of the Self-regulation Learning Strategies Adopted by Pre-service Teachers at the Education Practicum Stage

在師資培育精緻化的趨勢下，如何為教育實習輔導教師提供有效輔導策略且增進自主學習能力甚為重要。本研究採Zimmerman（1989）的自我調整學習模式為基礎，訓練參與教育實習的職前教師，於實習過程中自我記錄五項實習任務（教學、班級經營與輔導、行政、參與研習和人際關係）的自我調適經驗，並參與每月一次共三次的團體督導方案。收集37位輔導科系的研究參與者之自我調整學習作業單共429份，採內容分析法分析之。研究結果顯示:實習教師各項實習任務內涵中的自我調整策略的使用情形，會因實習項目差異而自我調整。面對各種實習任務，實習教師的自我判斷皆以正向自我評價最多、策略歸因居次；而自我反應則以調適策略最多。根據結果本研究建議：一、可應用自我調整學習策略訓練教育實習教師，檢視其實習任務經驗並以增進自我調適的自學能力。二、可應用此模式了解實習教師對實習項目的任務價值，並探討其內在價值。三、可針對實習教師自我調整的不足處加強訓練，如「意志力」是普遍偏弱。四、可應用於實習輔導督導訓練方案。五、此模式可做為輔導教育實習階段的輔導策略，加強實習教師各種自我調整策略的學習與運用。六、提供後續研究設計與分析之建議。

 

With the trend of refinement for pre-service teacher education, it is important to provide effective counseling strategies to pre-service teachers and to enhance their self-directed learning abilities. This study applied the self-regulation learning strategies program based on Zimmerman (1989). Participating pre-service teachers were required to keep records of their tasks during the internship process, and to attend the monthly workshops held during a three month period for the purpose of group supervision. The basic internship tasks included: teaching, class management, administration, professional growth, and interpersonal relationships. The records of 37 participants and 429 self-regulated learning worksheets were analyzed. The results show that, due to differences in the nature of the internship tasks, pre-service teachers tended to adjust the ways they applied the self-adjustment strategies to the contents of different tasks. Facing various internship tasks, in regard to self-evaluation, positive self-evaluation was used most often, followed by strategic attribution. Regarding self-response, they adjusted strategies the most often. According to the results, this study suggests: 1. Self-regulated learning could be used to train pre-service teachers, study their practicum experience, and enhance their self-adjustment ability. 2. This model can be used to understand pre-service teachers’ perspectives regarding the values of the internship tasks, and to explore their intrinsic values. 3. Provide more training on self-adjustment; for example, willpower is generally the weakest among pre-service teachers. 4. This model can be used as a self-adjustment program for group counseling during internship. 5. This model could be adopted for counseling pre-service teachers and for enhancing their learning and application of the self-adjustment strategies. 6. Suggestions for further research design and analysis.