國小實習教師輔導需求與問題研究

Pre─service Teachers in Practicum and Their Needs

實習教師制度是目前師資培育的一重點，許多研究對於被輔導的實習教師在實習輔導教師的督導下的需求與不足，很少提到，因此本研究針對擔任實習的實習教師作研究，希望可以針對實習教師的實際需求作一調查與瞭解研究結果發現，實習學校基本上會請資深教師擔任實習輔導職務，而實際督導時間仍以全職實習教師受惠最多，代課教師因忙於本身班務，幾乎無暇與實習輔導教師作充分交流與請益，也反映在對於輔導老師的滿意程度上；實習教師對於即將獨立作業信心十足，肯定了實習經驗的必須與成果。實習教師從輔導老師那裡受益最多的是實際教學與問題處理的協助、給予可發揮空間、及教學生涯經驗分享；督導過程中收穫最少的是教學技巧的熟練與變化、班級經營彈性的處理等。實習教師收穫最多的是在實際教學技巧與問題處理，最需提供的支援是相關教學資訊的提供。

Practicum is part of teacher training in the current system. Researchers have been focused on the practicum system， mentors， and pre─service teachers. However， just a little literature targets on pre─service teachers’ needs. The present study is an attempt to investigate the needs of pre─service elementary school teachers in the practicum and hopefully to get a whole picture of the practicum and its direction for further improvement.The results showed that：Most elementary schools providing practicum， would assign senior and experienced mentors to supervise the pre─service teachers. The majority of pre─service teachers evaluated positively on the mentorship， and felt confident in their future teaching career. However， the full─time teachers in practicum seemed more beneficial than their substitute counterparts. Detailed discussion included pre─service teachers’ needs and some possible constructive improvement were also suggested.