幼兒園教師輔導幼教師資生偏鄉服務之鷹架經驗

Preschool Teachers’ Scaffolding Experiences in Mentoring Preservice Teachers for Rural Service

本文以《史懷哲計畫》15位幼教師資生為對象，採實務慎思取向之行動研究與敘說筆觸，運用鷹架理論探究輔導之實踐樣貌，敘說幼兒園教師在營隊前，經四個月、四次增能研習的輔導經程。輔導行動依循策略遞進展開：首次增能研習，運用分散性鷹架整合部落文化踏查與多重資源，協助幼教師資生透過地方認同降低認知負荷；第二次增能研習，以重複性鷹架落實Tyler課程要素之示範、演練與回饋，促進教學知能內化與情境適應；第三、四次研習，則轉向協同性鷹架，藉由戲劇共構與實體演示，整合同儕互動以落實責任移轉。呈現多元分佈、循環內化與系統協同的遞進，構築本文輔導行動的技術脈絡。然而，C1退出事件，揭櫫過度聚焦技術表現的侷限，進而論證情意與關懷是支撐認知與技能鷹架，得以運作的倫理基石，歷經程重塑輔導者的角色，從績效監督者，轉化為具備倫理覺察的引導觀察者。文末建議：師培機構宜建立系統性的心理韌性與情緒支持機制；現場教師應兼顧技術引導與情意基礎，在提供結構化策略的同時，預先鋪設穩固的情意基礎；幼教師資生則需深化自我情緒覺察與文化轉譯能力，逐步建構教育專業的認同。

This study narrates a four-month mentoring process involving fifteen pre-service teachers in the Schweitzer Program through a praxis-oriented action research approach and narrative inquiry to explore the implementation of scaffolding. Mentoring actions unfolded through a strategic progression in which the first workshop utilized distributed scaffolding to integrate tribal cultural exploration and multifaceted resources for reducing cognitive load through local identity. The second workshop employed redundant scaffolding to implement Tyler’s curriculum elements through demonstration and feedback for facilitating the internalization of pedagogical knowledge. The final workshops transitioned toward synergistic scaffolding by using drama co-construction and live demonstrations to integrate peer interaction and achieve the transfer of responsibility, thereby constructing a technical framework based on multifaceted distribution and systemic synergy. However, the withdrawal of participant C1 exposed the limitations of over-focusing on technical performance and argued that affect and care serve as the ethical foundation supporting the operation of cognitive and skill-based scaffolding. This process reshaped the mentor’s role from a performance supervisor to a facilitative observer possessing ethical awareness and the capacity to support professional resilience. Finally, the study recommends that teacher education institutions establish systemic emotional support mechanisms, field mentors balance technical and affective guidance by pre-laying stable emotional foundations alongside structured strategies, and pre-service teachers deepen emotional self-awareness and cultural translation skills to construct a robust professional identity.