一位小學實習教師於國語科教學歷程之研究

• Main Author: 王碧霜
• Other Authors: 李麗霞
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/57526644781036258052

碩士 === 國立新竹教育大學 === 語文學系碩士班 === 95 === The main purpose of this study is to explore how mentors can impact the professional development of student teachers in an elementary school. It will also explore how the student teacher applies his/her pedagogical content knowledge. This helps them to practice and understand the variety of situations that teachers face in the teaching practice, and gives them opportunities to practice using the knowledge they have acquired. We probe into and review this information so that the beginning teacher’s ability can improve by asking the extended questions. With this experience, the true environment of the department's teaching of Mandarin and the teaching of pedagogical content knowledge is realized. According to the results of this study, we must understand the deep foundation and set out to engage in quality discussions, which is the beginning point of the classroom scene. The observation is of a teacher changing from reflective teaching to learning. The face- to- face approach is used when visiting the student teacher in the classroom. In this actual situation, the mentor can silently watch and observe the teaching techniques, materials used, and the approaches of the student teacher and be able to offer varying thoughts from their own experiences with regard to different situations in the classroom. Only when the mentor can observe the student teacher in the classroom over a long period of time, will the program reach its truest and highest level of achievement. The professional development of the student teachers that were under the guidance of mentors, whom we used in this study, included: document analysis, and field observations, etc. This research was found synthetically using the student teacher's difficulty in their discipline of learning. This paper intends to help the student teacher find the direction they want to take as a teacher in their own classroom someday and to help them have the experience of exploring all aspects of professional growth. We would like to provide some suggestions: Science mentoring education should establish a set of rules.