初任教師參與班級經營培訓課程之專業成長研究

Research on the Professional Growth of Elementary School Newly Appointed Teachers after Participating in Classroom Management Teacher Training Courses

本研究旨在探討國小初任教師在學校教育現場面臨之班級經營現況、困境及因應策略與教師培訓後之專業成長。本研究以參與111學年度臺南市初任教師回流座談之教師，選修研究者班級經營課程之初任教師，課前以填寫表單方式蒐集資料，課程中以團體座談方式進行對話，分析目前初任教師於教育現場班級經營現況和遭遇之問題；研究者進行相關課程後，以初任教師填寫回饋表單顯現初任教師在參與課程培訓之後對於班級經營感受和轉變，由此探討教師培訓後之專業成長，研究者針對研究資料進行描述、分析與詮釋，獲得研究結論如下：
1.初任教師培訓有助於初任教師重新理解符合教育改革之班級經營理念。
2.培訓講師對於教育現況之分析與詮釋模式，對初任教師班級經營具有典範學習之正向力量，成為支持初任教師之成長力量。
3.初任教師培訓有助於初任教師由經驗中反思、調整與修正班級經營理念。
基於上述研究結論，本研究提出相關建議供學術界與實務界參考。

The purpose of this study was to examine the current situation, dilemmas, and strategies of classroom management faced by elementary school beginning teachers while teaching, and to explore the implications of these issues for teacher training policies. In this study, the participants were the teachers who participated in the 111th school year in Happy City (pseudonym) and the beginning teachers who took the researcher's classroom management courses. Data was collected prior to the course through the completion of forms, and group discussions were conducted during the course for dialogue. The data were further analyzed to explain the current situation and problems encountered by the beginning teachers in classroom management while teaching, such as parent-teacher communication, students' emotion, student' behavioral problems, peer interaction, and learning motivation. After conducting related courses, the researcher used the feedback forms completed by the beginning teachers to show the beginning teachers' feelings and changes in classroom management after participating in the courses, and accordingly to explore the implications of teacher training. Following were the conclusions based on the description, analyzation, and interpretation of the research data. 1. Beginning teachers' training helped beginning teachers regain an understanding of classroom management in line with education reform. 2. The trainers’ analysis and interpretation of current educational situation were serve as a positive strength for beginning teachers’ classroom management learning paradigm and become a force for supporting the growth of beginning teachers. 3. Beginning teachers’ training helped beginning teachers to reflect, adjust and revise their classroom management philosophy from their experiences.