教學實習中的專業學習

教學實習是教師教育中關鍵的一環。本文闡述一個探討六位香港小學實習教師學教歷程的質性個案研究，從建構教學自我的角度剖析實習教師的專業學習經驗。本文檢視教學實習環境中行動環境、社群專業環境及視導環境的不同層面，包括不同人士營造的挑戰與支援、實習教師對教學及專業角色的詮釋、他們在教學知識上的建構，這些皆與教學自我的建構有關。這項研究讓我們能更深入認識實習教師的專業學習，從而對發展高質素的教學實習帶來啟示。
Teaching practicum is an integral component of teacher education. This article presents a qualitative case study that explored the professional learning journey of six pre-service primary student teachers in Hong Kong. Student teachers’ professional learning was examined from the perspective of the construction of the teaching self. It was found that the construction of the teaching self is closely related to (1) the challenges and support offered by the action context, the socio-professional context, and the supervisory context; (2) their interpretation of teaching and professional role; (3) their construction of knowledge. This study provides a deeper understanding of student teachers’ professional learning and generates insights for the development of quality teaching practicum. Copyright © 2004 The Chinese University of Hong Kong.