• 作者： 林凱胤、楊子瑩、王國華
• 作者服務機構： 1國立台中護理專科學校通識教育中心2國立彰化師範大學科學教育研究所
• 中文摘要： 本研究旨在以知識管理為策略，並整合學校實體環境與網路虛擬環境，建立一套實習輔導模式，以能協助實習教師專業成長。本研究針對 65位生物科實習教師進行大約十個月（兩個學期）的實習輔導，以質量並行的方式收集資料，獲致結果： 1.實習教師對本模式所提供的實體與虛擬多元互動的管道持肯定的看法； 2.實習教師接受本模式的輔導後教師專業知能有所增長； 3.在知識移轉歷程方面，實習教師以多元方式移轉內隱知識，透過試教將個人所習得的內隱知識外顯化，並運用對話互動在社群中傳播，然後整合各項資源、教學方法和研習活動所習得的知能融入於教學及導師事務之中，最後在模擬教師甄試與分區教學觀摩中驗證所學，並進行知識的內化。
• 英文摘要： The purpose of this study was to apply blended learning and knowledge management strategies to enhance professional development of Biology student teachers. The model for professional development of Biology student teachers was developed and assessed. To achieve this goal, a case-study research method was adopted in the study involving 65 Biology student teachers for ten months (two semesters). Qualitative and quantitative data, including self-reflection journals, portfolios, questionnaires, classroom observation, interviews, video tapes, and practice grades, are collected and analyzed. The major findings were as follows: 1. Most of the student teachers claimed that they got support and benefits from this program. 2. The student teachers thought that program could promote their professional development. 3. The student teachers used multiple methods to capture mentors' and peers' tacit knowledge, practiced teaching to facilitate the translation of tacit knowledge into explicit, compounded various resources and teaching methods into instruction, and internalized the explicit through microteaching.
• 中文關鍵字： 知識移轉、混成學習、實習輔導模式、實習教師
• 英文關鍵字： Knowledge Transfer, Blended Learning, Practice Guidance Model, Student Teacher