The study on the instructional model of on-site teacher practices for the pre-service teacher

• Main Author: 莊佳燕
• Other Authors: 張永達
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/68235718328668756331

碩士 === 國立臺灣師範大學 === 生物學系在職進修碩士學位班 === 91 === ABSTRACT To avoid the confusion about the practicing teacher’s role and to make the principle “ The consumer, the payer” workable, the Ministry of Education plans to change the teaching practice one year after graduation presently into being the intern before graduation in the new system of “Teaching Practice”. The influences on the teacher-breeding organizations, teacher’s instruction, and the interns’ studying are wide-ranged, profound, and greatly transformed. Therefore, to deal with such variety, my research offers a suitably instructional mode for the course of initial teaching practice. Combined with the teaching instructors of the Biology Department from National Taiwan Normal University (NTNU) and eight senior biology teachers in the secondary schools, the group has drawn up the mode for “on-site teaching practice.” To match with the mode, an instructional handbook for the experimental group was designed to instruct them to head for the program of on-site practice. The contents of the handbook include such units as the environmental familiarity, teaching demonstration, peer teaching evaluation, on-site teaching, and condensed teaching. The experimental group,thirty-seven in total, are the senior interns of Biology Department, Class B, NTNU.The procedure they will follow is according to what is designed in the handbook. The other one, Class A, forty-three in total, is the control group. They are instructed with the originally previous mode. That is, based on the previous teaching practice, the majors in the “teaching practice” during the first semester of the senior year all have the teaching evaluation on the large-scale class, and they also have the condensed teaching practice, too. The on-site practice is on the way, with two-in-one as a team inspected by a teaching instructor, in the cooperative school, they practice while they are practicing teaching. After the analysis and comparison from the questionnaires and teaching videotapes, the result is just as follows. The total practicing performance of Class B is superior to that of Class A, no matter whether they are on promoting the effectiveness of their teaching expertise, the application to analogy/metaphor/ notation, or the display of activities. Besides, it will help with their teaching ability if the interns always keep close contact with their instructors during the time of teaching practice. To sum up, the teaching mode will be helpful and developmental to the early teacher’s expertise. It is not only as the reference materials for the interns to be more professional, but also for the colleges destined for the diversification of teachers’ cultivation when they draw up the relative courses in the modern times.