以360度影片融入教學實習課培養師資生教學能力與學習興趣之行動研究

Action Research on Integrating 360° Video into Teaching Internship Courses to Enhance Student Teachers’ Instructional Competence and Learning Interest

本研究將360度影片融入大學四年級的教學實習課，期望培養師資生具有教學能力及學習興趣，本研究旨在了解以360度影片作為師資生觀課與議課輔助工具，對師資生在教學能力及學習興趣的成效，分析師資生對360度影片的體驗情形。本研究的研究對象為T大學（化名）的四年級學生15位，研究場域包含T大學的教室及H小學（化名）的教室。微型教學時，在T大學的教室中進行，以360度攝影機拍攝教學過程，並於議課時觀看影片與討論。集中實習時，在H小學的教室中進行，並以360度攝影機錄影，於議課時觀看影片與討論。本研究採用行動研究法，資料蒐集方式包括訪談、觀察、文件資料蒐集等。在資料蒐集後，進行質化資料的分析。本研究發現，以360度影片作為師資生觀課與議課的輔助工具，師資生更能改進教學設計與實施，且能回顧小學生表現與理解小學生的困難，以及能進行教學省思；此外，亦可讓師資生產生學習興趣。師資生觀看360度影片時，會集中注意力，體驗身歷其境的感受。本研究建議未來可藉由多元視角的設計，引導師資生觀察師生互動的細節，亦可將360度影片應用於師資培育課程的學習。

This study integrated 360° video technology into teaching internship courses for senior undergraduates to enhance their instructional competencies and learning interest. Specifically, it evaluated the effectiveness of 360° videos in supporting lesson observations and post-teaching discussions and analyzed the experiences of student teachers with this immersive technology. Participants were 15 senior undergraduates enrolled in a teacher education program at T University (pseudonym). Data were collected in classrooms at both T University and H Elementary School (pseudonym). During microteaching sessions held at the university, 360° cameras were used to record teaching activities. The videos were reviewed and discussed in reflection meetings. During the full internship at the elementary school, the same recording and discussion procedures were followed. This research adopted an action research approach and collected data through interviews, observations, and document analysis. Qualitative data analysis was performed to identify emerging themes. The findings revealed that the 360° videos supported the student teachers during classroom observations and post-teaching discussions and enhanced their ability to design and implement effective lessons. The videos also enabled them to review student performance, identify student learning difficulties, and engage in reflective teaching practices. Additionally, the immersive nature of the video recordings enhanced student teachers’ concentration and increased their interest in learning by creating a strong sense of presence. Based on these findings, it is recommended that teacher education programs incorporate multi-perspective designs to guide student teachers in observing teacher-student interactions. It is also recommended that 360° videos be used to further support the development of teacher education courses.