• 作者： 洪志成
• 作者服務機構： 國立中正大學教育學程中心
• 中文摘要： 本研究著眼新制師資培育法中的實習輔導體制，旨在探討在不同時期期間實習教師教育專業成長需求的內涵與強度。研究者採取三個向度分析上述需求：期望獲得輔導教師提供支持、實際獲得支持的程度，以及期盼與實況之間的一致程度。研究期間以實習一年為期，區分為初期、中期與後期三個不同階段進行比對分析。資料的蒐集採用兩種問卷（施測四次）與團體焦點(focus-group)訪問法，著重於專業成長的期望與實際感受。參與者為85學年度新法實施後修畢教育學程之十一位實習教師。研究主要發現如下：(1)在實習教師的期望面與實際感受的滿足面上，其專業成長需求在內涵上是多元且不限定於與教室教學實務直接相關者；(2)從整體數量的發展上來看上述期望面與滿足面，需求強烈的項目隨著實習階段逐漸增加；(3)上述期望面與實際滿足面上的差距，在整體數量上，呈現變動但逐漸減低的趨勢，而且有明顯差距的需求項目是變動的。主要建議有下列四項：(1)強化輔導教師所扮演的專業輔導角色功能；(2)設計多元課程培訓實習輔導(mentoring)專業知能；(3)強化與實習教師教室實務知能直接相關的層面；(4)強化輔導教師對專業需求的敏銳度(sensitivity)訓練。
• 英文摘要： This study aims to explore effects of the mentoring system that was newly established in the teacher educationregulation in Taiwan after 1996. The major change in this system is to adopt and school-based approach for apprenti-ceship and to appoint at least one mentors for students in the elementary or high school where they have their internship.The purpose of this study is to explore the effects of this system in general. To be more specific, what kinds of needsdid the student teachers expect to be offered as well as were actually provided by their mentors? To what extend of theconsistence between the needs expected and those actually offered. Two methods were used to collect data. The first, one focused-group interview as well as about 8 individual in-terviews, both with semi-structured open-ended questions, were conducted for the eleven student teachers who were am-ong the first 50 candidate who had their internship in high school after the new regulation was established. The secondmethod used were self-reported scales of two forms. One dealt with the interaction between the mentors and the menteesin the mentoring system; the other, with the extend of consistence between the needs expected by the student teachersand those actually offered to student teachers. The latter was conducted on three different occasions, the early, middleand the end of their internship. The conclusions of the studies were as follows: (1)From the expectation aspects, student teachers' needs to be professional were multiple-face and were not limi-ted to those directly related to teaching practices; so were them from the reality aspects. An invented graph was createdbased on the author's theory to illustrate the features of all those needs. (2) The number of the types of needs, both expected to be offered and actually offered, that were strongly men-tioned increased during the three stages of the internship. (3) From the quantitative perspectives, the gap between the individual category of needs offered and those ex-pected was decreasing, and the category of the needs in which there was gap between expected and those offered wasshifting.
• 中文關鍵字： 實習教師; 輔導教師; 實習輔導; 專業成長; 教師支持
• 英文關鍵字： --