試教經驗與試教教師的思考

Student Teaching Experience and Student Teachers’ Thinking

許多師資培育學者試圖藉著實習課程中的試教經驗，來改變試教教師對教學、學習方面的概念或信念，以使他們在未來教學工作中能有正確的認知和想法。然而這種努力所帶來的成果並不全是正面的，其關鍵在於教經驗本身受許多因素的影響，這些因素包括試教教師的個人因素、學程因素、人員因素、以及情境因素。本文接著以四篇相關研究為例，說明並分析試教經驗的本質以及試教孝師思考的本質及內涵。為了促使這兩方面能有交集，筆者提出試教活動及經驗安排中的四個關鍵點：1. 師資培育者若採功能主義的觀點而假設試教教師會因試教而一致地改變自己，這種觀點並不正確。2.試教活動的目標須明確，且與整個學程的其他課程緊密聯繫，相互配合。3.試教活動中採用的教學策略通常包括札記的撰寫、試教研討會的進行、以及試教教師所作的行動研究，透過這些活動，我們可以瞭解到試教教師的思考。4.擔任實習課程的教師應瞭解試教教師的思考，才能據以安排課程的內容及進行的方式。最後，並以對我國師資培育工作的啟示為結語。

Many teacher educators have attempted to change student teachers’ thinking by way of arranging student teaching experience. It is hoped that these teachers will have appropriate recognition and thoughts concerning teaching and learning when they enter teaching positions. However， the results of their effort are not always positive. Personal factors， program factors， personnel factors， and contextual factors all contribute to these results.Four research articles are analyzed in order to clarify the nature of student teaching experience and the nature of student teacher’s thinking. For the purpose of matching these two areas， four key points concerning student teaching experience are identified：first， the functionalism’s perspective on the change of student teacher’s thinking is inappropriate；second， the goal of student teaching experience has to be clarified and connected with other courses in the teacher education action research are strategies that teacher educators usually use in their student teaching courses and these strategies are channels that student teachers’ thinking can be explored；and finally， the instructors of the teaching practicum course are recommended to know student teachers’ thinking so that the function of this course can be realized.