導入行動支援系統對中學實習教師形成實務社群與專業認同之影響：以智慧型手機為例

Abstract

本研究旨在探討實習教師使用「適性支援實習教師的系統」（Adaptive Support System Initiated for Student Teachers，簡稱ASSIST）的行為和態度改變歷程，以及使用ASSIST的實習教師是否形成實務社群與影響社群形成與否的原因，並進一步了解使用ASSIST的實習教師其專業認同是否改變，以及造成改變與否的原因。為期半年的研究中，本研究個別訪談12位實習教師各兩次，並要求其填寫三份問卷，再搭配ASSIST的系統記錄進行資料蒐集。 研究結果發現：（1）實習初期，實習教師皆對ASSIST抱持高度興趣，最常被使用的ASSIST功能為行事曆、座位表、筆記和教師檢定考古題等功能，而較無意願使用教學教案功能；（2）由於參與研究的實習教師偏少，並且其本身就有習慣的社群歸屬，導致無法在ASSIST上形成互動熱絡的線上實務社群，而實習教師實體生活中的社群對其學習的影響不容忽視；（3）有11位實習教師在經過半年的實習後，已逐漸形塑其教師專業認同，僅1位實習教師沒有太大的改變。影響實習教師發展教師認同的因素包含ASSIST系統的輔助、與實體實務社群成員的互動，以及環境因素和個人因素。 本研究建議可進一步修改ASSIST功能，讓其更符合實習教師的使用需求，並可和各實習學校與師培機構合作推廣，讓更多實習教師登入使用ASSIST，有利實習教師實務社群的形成，並期待學校各級人員改變對智慧型手機使用觀感問題，提高ASSIST的使用率，以達到輔助實習教師之效果。

The purposes of this study were to explore the behavior and attitude changes of student teachers who used the Adaptive Support System Initiated for Student Teachers (ASSIST) for their student teaching and to know whether using the ASSIST could facilitate student teachers to form the community of practice and their professional identity. The factors influencing how student teachers formed the community of practice and professional identities were also investigated. This study lasted for six months. During this period, 12 student teachers were individually interviewed twice and were required to complete three questionnaires. System logs of the ASSIST were also analyzed. The results are as follows. (1) In the beginning, student teachers were highly interested in the ASSIST. After six months, it was revealed that the frequently used functions of the ASSIST included the calendarfunction, the seating-arrangement table function, the personal notepads function, and the teacher-certification exam preparation function; the student teachers were unwilling to use the lesson-plan function. (2) Because there were only a small number of participants and because these participants did not all know one another in real life, it was difficult to form the online community of practice supported by the ASSIST. Meanwhile, these student teachers’ real-world communities had great impacts on their learning to teach. (3) Eleven participants had gradually formed their teacher professional identities after the half-year practice. Only one participant showed little growth. In sum, the ASSIST, interaction with real-world communities, environmental factors and individual factors influenced the development of student teachers’ professional identities. The findings suggest that functions of the ASSIST be further improved to meet requirements of student teachers and, to promote the ASSIST, cooperation with placement schools and teacher-education institutes was important. With more the ASSIST users, there would be less negative impression on using smartphones and frequency of using the ASSIST would increase. Online communities of student-teaching practice with good interaction would form and, therefore, the system could really “ASSIST” student teachers.