特殊教育實習輔導教師輔導歷程之研究

A Study of the Coaching Process of the Special Education Practicum Mentor

本研究從鼓勵教師專業成長的角度深入訪談七位實習輔導老師，記錄他們一年以來輔導的歷程及反思。發現實習輔導的一開始，即展現了特殊教育團隊合作及因材施教的特色。並由帶領實習老師走進特教、熟悉例行性工作、盡快融入特教團隊成為團體的一份子、到能獨自走上講台逐漸能獨當一面，輔導老師扮演多種角色使用不同策略：先是示範、直接提示重點、直接指導，且一次只能提示一個（或少量）重點，再來是討論、分享、澄清觀念等較對等的專業對話。當然，並不是每個實習老師都是直線前進，要靠輔導老師更大的耐心與不一樣的方法來帶領。要不要參加教師甄選也是輔導老師採取不同策略的考量點。輔導老師在輔導歷程及反思自己的教育理念中獲致成長。

The purpose of this study was to explore the coaching process of the special education practicum mentor. Data were collected through in-depth interviews, documents on the use for special education intern, and abstracts of interviews for one year. The major findings of this study were as follows: the coaching process of the special education practicum mentor was adjusted in accordance with the intern's aptitude and through teamwork. The coaching strategies of the special education practicum mentor included: demonstrating, directing, conducting, discussing, and clarifying. They could begin to engage in professional dialogue only when the interns become more experienced. The special education practicum mentors developed professionally as regards their capacity as teachers and practicum mentors in the field of special education.