我國教育實習輔助工具之研究

Abstract

隨著《師資培育法》的修正，教師資格檢定改為「先考試，後實習」，教育實習的篩選功能下降，轉而強化實習學生教育實務能力。然而我國現行教育實習評量工具（實習學生教育實習任務表件）仍以總結性評量為主，過程中缺乏形成性評量與即時回饋機制，同時欠缺對於實習學生反思的引導、促進實習學生將所學理論與實務進行連結，以及存在評量表單繁瑣且內容重複性高等問題，難以有效促進實習學生於實習期間的學習成長。為改善前述我國現行教育實習評量工具的困境，本研究參考國外大學的教育實習評量方式與工具，結合評量即學習（AAL）、為了學習的評量（AFL）以及對學習的評量（AOL）三大概念，設計「教育實習輔助工具（草案）」，內容包含教育實習計畫、教學實習篇、導師（級務）實習篇、行政實習篇、研習活動篇等五大部分。為使草案內容能符應實務需求，本研究透過5場焦點團體訪談，蒐集教育實習密切相關的三類利害關係人：實習學生、實習輔導教師、實習指導教師，以及評量專家學者共32位研究參與者之意見進行草案修訂，完成「教育實習輔助工具」。研究結果顯示，新版「教育實習輔助工具」強化自我檢核機制、引導反思的提問等設計，被預期能有效幫助實習學生進行系統性的觀察、自我省思與精進，同時加強引導實習學生、實習輔導教師及實習指導教師之間進行互動與討論，有助於實習輔導教師及實習指導教師掌握實習學生的學習狀況，提供即時的形成性回饋，並彈性調整輔導方式，提升實習輔導工作的成效，為實習學生提供一個全面且有效的學習支持工具。最後提供實習學生、實習輔導教師及實習指導教師，使用教育實習輔助工具之建議。Following the amendments to the Teacher Education Act, the teacher certification process in Taiwan has been restructured into a"teacher qualification examinations-first, practical education training-later" model, thereby reducing the screening function of practical education training while shifting the focus to enhancing student teachers' practical teaching competencies. However, the current internship assessment tools in Taiwan, specifically the Student Teacher Internship Task Document, primarily rely on summative assessment and lack mechanisms for formative evaluation and real-time feedback. Moreover, the tools fail to adequately guide student teachers in reflective practices, impede the integration of theoretical knowledge with practical applications, and suffer from overly complex and repetitive assessment forms. These issues limit the effectiveness of promoting learning and growth among student teachers during their practical education training.To address these challenges, this study draws on internship assessment methods and tools used in practical education training at universities abroad, integrating the three concepts of Assessment as Learning (AAL), Assessment for Learning (AFL), and Assessment of Learning (AOL). A draft of the Supportive Tools for Practical Education Training was developed, encompassing five sections: practical education training planning, teaching practice, homeroom mentor practice, administrative practice, and professional development activities. To align the draft tools with practical needs, the study conducted five focus group interviews with 32 stakeholders closely related to internship, including student teachers, mentor teachers, internship supervisors, and assessment experts. The feedback collected informed the revision of the draft, resulting in the finalized Supportive Tools for Practical Education Training.The findings indicate that the revised tools strengthen mechanisms for self-assessment and incorporate reflective prompts, which are expected to effectively assist student teachers in systematic observation, self-reflection, and skill refinement. Additionally, the tools facilitate interactions and discussions among student teachers, mentor teachers, and internship supervisors, enabling mentor teachers and internship supervisors to better understand the learning progress of student teachers. The tools provide timely formative feedback, enabling flexible adjustments to mentoring strategies, thereby enhancing the overall efficacy of internship guidance. Ultimately, the tools are positioned as a comprehensive and effective resource for supporting student teachers' learning. The study concludes with recommendations for the implementation and practical use of the tools by student teachers, mentor teachers, and internship supervisors.