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    题名: 協同視導指標建構之研究
    Indicators Construction of the Collaborative Supervision
    作者: 李修綺
    Lee, Hsiu-Chi
    贡献者: 郭昭佑
    Guo, Chao-Yu
    李修綺
    Lee, Hsiu-Chi
    关键词: 協同視導
    實習輔導教師
    實習指導教師
    實習學生
    師資培育
    教育實習
    指標建構
    概念構圖
    Collaborative Supervision
    Cooperating Teacher
    University Supervisor
    Student Teacher
    Educational Practicum
    Teacher Education
    Indicator Construction
    Concept Mapping
    日期: 2022
    上传时间: 2023-02-08 15:31:33 (UTC+8)
    摘要: 本研究目的係為建構協同視導指標，以提供實習指導教師與實習輔導教師在教育實習上合作之參考，以期提升教育實習學生之實習品質。透過蒐集及彙整國內外文獻有關師資培育、教育實習及協同視導概念之相關研究，建構協同視導初擬指標。後續依專家適切性評估問卷意見修改指標，再以概念構圖做為研究方法，分析專家對於個別指標之重要性程度及分群意見，研究最終獲得個別指標及構面之重要性程度，並完成協同視導指標之建構。有關本研究之結論與建議歸納如下：

    一、結論
    （一）本研究協同視導指標系統可分為四構面共計30項指標。
    （二）本研究之協同視導指標獲專家之高度認同。
    （三）「協作指導成效：專業能力與專業精神」為最重要之協同視導指標構面。
    （四）「協同視導雙方在視導過程之互動上維持多元暢通之溝通管道」為最重要之協同視導指標。
    （五）不同對象對於協同視導構面及指標重要性程度之排序有其差異。

    二、建議
    （一）對於協同視導雙方進行教育實習視導之建議
    1.本研究之協同視導指標可用來檢視教育實習之實習情形。
    2.協同視導雙方應重視透過協同視導來提升學生專業能力及專業精神。
    3.協同視導雙方應透過各種管道提升彼此間交流及溝通之機會。
    4.協同視導雙方應避免在視導過程中產生角色或合作認知不對等形況。
    （二）對未來相關研究領域之建議
    1.協同視導指標建構可針對不同教育階段之實習。
    2.協同視導指標建構應隨政策及法規不同而更新。
    3.協同視導指標建構可採用不同研究方法進行探究。
    4.協同視導指標建構可更廣泛參酌相關利害關係人之意見或國外實習制度研究。
    This study aims to construct the indicators of the Collaborative Supervision, which provides a model of collaboration between university supervisors and cooperating teachers in educational practicum, and also improves the quality of educational practicum. Relevant research of teacher education, educational practicum and collaborative supervision from the local and foreign instances was collected and summarized to construct preliminary indicators of the Collaborative Supervision. After that, we modified preliminary indicators according to adequacy assessment questionnaires of experts. Concept mapping was adopted as research method to analyze experts` opinions on the importance of each indicator and classify the cluster of the indicators. Finally, we not only found the importance of each indicator and dimension, but also construct the system of indicators of Collaborative Supervision. The conclusions of this study are as follows:

    Section One: The Conclusions
    1.The indicators of the Collaborative Supervision are composed of 30 indicators and 4 dimensions.
    2.The indicators of the Collaborative Supervision have been highly recognized by experts.
    3.“The effectiveness of collaborative guidance: professional competence and professionalism” is the most important dimension of the indicator system for Collaborative Supervision.
    4.“Cooperating teachers and university supervisors should enhance the opportunities for mutual exchange and communication through various channels” is the most important indicator in the system of indicators of Collaborative Supervision.
    5.There are differences between the scholars and school faculty in the sequence of the importance for each indicator and dimension of Collaborative Supervision.

    Section Two: The Recommendations
    I.For the development of collaboration in educational practicum between cooperating
    teachers and university supervisors:
    1.The indicators of the Collaborative Supervision can be used to examine the practice situation of educational practicum.
    2.Cooperating teachers and university supervisors need to improve student teachers’ professional competence and professionalism by Collaborative Supervision.
    3.Cooperating teachers and university supervisors need to enhance the opportunities for mutual exchange and communication through various channels.
    4.Cooperating teachers and university supervisors should avoid the unequal cognition of roles or cooperation in the process of supervision.
    II.For related research fields in the future:
    1.The Indicators Construction of Collaborative Supervision can be conducted to educational practicum of different education stages.
    2.The Indicators Construction of Collaborative Supervision should be updated and revised with different policies and regulations.
    3.Different research methods can be used to construct another indicator system of Collaborative Supervision in future.
    4.The Indicators Construction of Collaborative Supervision can take into account the opinions of relevant stakeholders and educational practicum system of foreign instances more extensively.
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