支援實習教師工作與學習之行動系統與其對實習教師知識與信念的影響

Abstract

支援實習教師工作與學習之行動系統與其對實習教師知識與信念的影響 隨著科技的進步，愈來愈多師培教育者及相關研究者投注心力，探討如何將科技用 於師培教育中，以有效地幫助師培生學習如何當一位稱職教師。近年來，由於行動科技 具有無所不在、體積小、價格相對便宜等特性，加上無線網路的普及，愈來愈多研究者 將研究重點放在如何善用行動科技的優點，以尋求新的教學模式及教育應用。其中一些 研究是將行動科技用於輔助師培生修習大學的師培課程，但尚未見到行動科技運用在支 援師培生在實習學校的教學實習的相關研究。 本研究乃為探討如何運用行動科技，以幫助實習教師在教學實習期間有效地工作與 學習，以成為稱職的教師，並且試圖了解實習教師如何藉由行動科技的輔助，達到教學 專業成長，而改變其教學的知識與信念。研究主要分為四部分：(1)設計及發展一個以 PDAs 為載具，支援實習教師的工作與學習的系統；(2)針對所發展的系統，進行系統的 形成性評估；(3)在實習教師的實習學校進行長期的系統施行與測試；(4)了解此類行動 科技應用對實習教師知識與信念的影響。 本研究預計為兩年的研究計畫，第一年的研究重點為建置支援實習教師的行動系 統，將以本研究者所屬師培機構的師培生為研究對象，以訪談及問卷的方式收集資料， 進行系統的使用者分析、需求分析及工作分析，並根據分析的結果，設計、發展一套以 PDAs 為載具，用以輔助師培生在實習學校的工作與及學習的系統。針對開發出來的系 統，將以專家評估及小組使用者測試的方式，進行系統的形成性評估及修改。 第二年的研究重點則為招募約十位師培生，在其實習的期間使用本研究開發的系 統，以問卷、訪談、系統記錄等方式，收集相關的資料，以了解此系統對實習教師工作 與學習的支援程度，以及研究對象的知識與信念的改變歷程，並且比較其與其他未採用 此系統的師培生在知識與信念上的差異。 本研究的結果應能提供教育研究者、決策者及師資教育者、師培生更多關於行動科 技在師培教育上的應用，以及如何導入行動科技以提昇實習教師工作與學習的建議。

A system supporting student teachers’ job performance and learning to teach and its influence on student teachers’ knowledge and beliefs With the development of computer and network technology, teacher educators and educational researchers have been making efforts to integrate technology into teacher education to effectively support pre-service teachers’ learning to teach. Recently, owing to the characteristics of mobile technology such as ubiquity, smaller sizes, and comparatively cheaper prices and the widespread of wireless network, more and more researchers explore how to apply mobile computing to supporting new instructional strategies and new educational applications. Among these endeavors, some researchers employed mobile technology to support pre-service teachers’ learning of teacher-education courses. Yet, very few studies are related to the application of mobile technology to support student teaching. This study investigates how to apply mobile technology to assisting student teachers to effectively perform tasks and learn to be competent teachers. Also, this study intends to explore how student teachers achieve professional development and how they change their knowledge and belief with the support provided by mobile technology. Four major tasks of this study are: (1) to design and develop a system using PDAs as the system’s platform to support student teachers’ performance and learning, (2) to conduct the formative evaluation of the developed system, (3) to test the system in placement schools for a semester, and (4) to understand whether and how the system influences student teachers’ knowledge and beliefs. The researcher plans this study to be a two-year project. During the first year, the researcher will recruit student teachers from the teacher-education center the researcher is affiliated with to participate in this study, and data-collection methods such as questionnaires and interviews will be used during the stages of user analysis and needs analysis. According to the analysis results, the research team will start the stages of task analysis, system design, and system development. The formative-evaluation methods will include expert reviews and small-group user tests, and the system will be revised accordingly. During the second year, about ten student teachers will be recruited to participate in the field trials. Employing methods such as questionnaires, interviews, and system logs, data will be collected to understand whether and how the system effectively support student teachers’ job performance and learning to teach and to compare the participants’ knowledge and beliefs with the ones of those student teachers who do not use the system. The results should provide educational researchers, policy decision-makers, teacher educators, pre-service teachers with ideas and suggestions about applications of mobile technology in teacher education and about how to adopt mobile technology to support student teachers’ performance and learning.