中等學校實習指導小組與實習教師的專業發展

Mentoring Teacher Groups and Professional Development of Intern Teachers in Secondary Schools

本研究係以探討臺灣省、臺北市及高雄市等三省市的中等學校實習指導小組的效能為其主要目的，易言之，其研究重點在於調查上述實習指導小組在高中、高職及國中等實習學校，對於協助實習教師專業發展的實際功能。配合此一目的之達成，本研究採取的步驟，包括：1.自1994年9月至同年12月期間，訪問17所中等學校，與實習教師、指導教師及行政人員晤談。在同一期間，訪晤七個場次實習教師研習會的參與人員。2.自1994年12月至1995年1月期間，研究人員舉辦了七次小型的研討會，而對於問卷題目的內容，進行批判性分析，並擇取3所中等學校進行問卷預試，而據以修訂問卷草稿。3.在1995年2月間，利用豐原、臺北及高雄等三所教師研習機構辦理中等學校實習教師寒假研習活動的方便，對參與研習的全體實習教師進行問卷調查。完成問卷調查者，實習教師1，137人。4.在1995年3月間，對於中等學校實習指導小組成員(指導教師)郵寄問卷調查。完成問卷調查者，指導教師676人。本研究的主要結果，分述如次：1.實習指導小組最為成功的功能，為:())表達對實習教師的關懷；(2)引導實習教師配合學校行政；(3)為實習教師提供問題解決建議:(4)為實習敬師提供班級經驗；(5)嘉勉及檢討實習教師工作表現；以及(6)協助實習教師獲得行政支援。2.實習指導小組較不成功的功能，為：(1)為實習教師的專業發展而規劃系列指導主題；(2)為實習教師的專業發展而提供指導主題的有關資料；(3)安排及肯定實習教師的工作成果報告：以及(4)研商實習教師工作構想。

This study deals with the effectiveness of secondary school mentoring teacher groups (MTGs) for professional development of intern teachers in Taiwan Province and two Metropolitan Cities of Taipei and Kaohsiung. Six major steps have been completed for this purpose. First of all， visiting interviews were conducted with intern teachers， mentor teachers and school administrators at 17secondary schools dung a period of 4 months from September， 1994 until December， 1994. Secondly， visiting interviews were conducted with the participants of 7 intern-teacher workshops during the same period. The principal objective of these two types of visiting interviews was to collect relevant information about important elements associated with the roles of MTG members. Thirdly， 7 seminars were held for critical content analysis and preliminary tests were conducted in 3 schools for revising the drafts of questionnaires during a period of 2 months from December， 1994 until January， 1995. Fourthly， questionnaire surveys were conducted to secondary intern teachers at three winter workshop sites during February， 1995. A total of 1，137 intern teachers completed the questionnaires. Fifthly， mailing questionnaire surveys were conducted to secondary mentor teachers in March， 1995. A total of 676 mentor teachers completed the questionnaires. Finally， 3 more seminars were held for the purpose of soliciting for some implications and suggestions based upon the preliminary findings of this study.Some major results secured from this study are stated as follows:1. Most successful functions of mentoring teachers groups are:(1)to show genuine care to intern teachers， (2)to induct interns in administrative routines， (3)to make suggestions to interns in problem-solving situations， (4)to share classroom management experiences with interns (5)to help to review the actual work performance of interns， and (6)to provide administrative support for interns.2. Least successful functions of the groups are:(1)to plan for specific topics in the program of intern professional development， (2)to prepare for the necessary information related to this program， (3)to design and reinforce the operations of performance reports of interns and (4)to help to review the working proposals submitted by interns.3. None of clearcut generalizations may be made for the whole picture of the roles of the MTG members and the effectiveness of these roles. Further specific definitions are recommended through more intensive interactions between interns and mentors.