Volume 69 No.1（Open Access） - 2023-03-31

An Action Research of Implementing “Little Teacher” Project in Competence-based Curriculum of Pre-service Teacher Training in Special Education

運用「小老師」任務於特教師培素養導向課程之教學行動研究

Author：
Hsiu-Chin Lin, Chin-Hsieh Lu / 林秀錦、呂金燮
Keyword：
cooperative learning, special education, competence-based, teacher education, realist approach / 合作學習、師資培育、特殊教育、務實取向、專業素養
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
The purpose of this study was to investigate the processes and challenges of implementing a “Little Teacher” project in a competence-based statistics curriculum of pre-service teacher training in special education. In order to enhance student teachers’ understanding of statistics concepts, promote cooperative learning and professional competence in special education, the instructor went through three stages of adjusting “Little Teacher” project over four years. Based on the qualitative approach of action inquiry, 12 student teachers from the 110 academic year were invited to participate in the study. The data were mainly collected through focus group interviews and supplemented by documentary data such as teacher observation records, reflections, and teacher-student feedback. The results showed that the “Little Teacher” project not only reinforced students’ understanding of the key concepts of statistics; but also provided a variety of dynamic collaborative learning experiences and opportunities to reinterpret the meaning of teachers in special education. Finally, the inspiration of the “Little Teacher” project from a realist approach perspective was discussed along with reflection on the teacher’s role regarding the challenges of competence-based teacher education in special education.
本研究從特殊教育師資培育的觀點，探究教學者為回應特教師資生統計課程學習的挑戰，以「小老師」任務促進師資生的合作學習與涵養特殊教育專業素養的教學行動歷程。本教學行動研究是一個長期持續性的教學調整歷程，乃以質性取向為探究方法，從教學者的問題意識開始，持續與文獻和多元資料對話，整合教學行動的脈絡與意義。研究歷程邀請110學年度修課的師資生參與團體焦點座談，共有兩組12位師資生參與，為本研究主要資料來源，輔以教學者觀察紀錄與省思以及師資生的教學回饋等文件資料。研究結果發現，「小老師」任務不但強化了師資生重視統計的理解，同時也提供特教師資生多元動態的合作學習經驗與重新詮釋「小老師」意義的機會。最後，從務實取向的觀點討論「小老師」任務的啟發，並從專業素養導向的挑戰省思整體教學行動的意義。

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