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題名 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貢獻者 郭昭佑
Guo, Chao-Yu
李修綺
Lee, Hsiu-Chi關鍵詞 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 上傳時間 8-Feb-2023 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 Conclusions1.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 RecommendationsI.For the development of collaboration in educational practicum between cooperatingteachers 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.參考文獻 壹、中文文獻丁一顧（2015）。我國教育實習制度的沿革、問題與前瞻。載於吳清基、黃嘉莉（主編）師資培育：20年的回顧與前瞻（頁203-221）。中華民國師範教育學。丁一顧、梁東民（2020）。臺灣教育實習制度的回顧與前瞻。幼兒教育，(329)，6-18。丁一顧、張德銳（2010）。臺北市教學輔導教師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-84。孔令泰（2003）。中等學校實習學生教育實習輔導策略之研究(未出版碩士論文)。國立台灣師範大學。古明峰（2013）。一位實習指導教授與學校攜手協助實習生專業成長之個案研究。新竹教育大學教育學報，30(2)，65-100。呂秀蓮（2014）。學校合作老師，實習指導教師與相互觀察的師資生協同輔助實習生學習的影響研究。教育研究與發展期刊，10(1)，1-22。呂秀蓮（2015）。形式主義的師資職前「教育實習」改革刻不容緩。臺灣教育評論月刊，4（7），78-85。呂秀蓮（2018）。美國職前教師實習課程規劃之個案研究：帶給臺灣教師實習之啟示。教育研究月刊，291，109-135。呂文惠(2021)。鼓勵實習生參與教師專業學習社群以提升教學能力。臺灣教育評論月刊，10（5）。呂木琳（1998）。教學視導－理論與實務。臺北：五南。吳政達（2008）。教育政策分析：概念、方法與應用（二版）。高等教育。吳政達、郭昭佑（1997）。概念構圖法在國民小學教科書評鑑標準建構之應用。教育與心理研究，20（2），217-242。吳清山（2006）。師資培育的理念與實踐。教育研究與發展期刊，2（1），1-32。吳清山（2005）。師資培育發展的困境與突破。研習資訊，22（6），23-29。吳清基、黃嘉莉、張明文（2011）。我國師資培育政策回顧與展望。載於中華民國師範教育學（主編），我國師資培育政策回顧與展望（1-19）。心理。吳淑禎（2013）。老師，你準備好了嗎？從十二年國民基本教育談師資培育的努力方向。教育人力與專業發展，30(4)。吳姵蓉、郭美麟（2013）。「第三空間」課程觀的省思。臺灣教育評論月刊，2（7），89-91。余民寧（1997）。有意義的學習：概念構圖之研究。商鼎文化。余民寧、陳嘉成（1996）。概念構圖：另一種評量法。國立政治大學學報，73，161-200。余民寧、潘雅芳、林偉文（1996）。概念構圖法：合作學習抑個別學習。教育與心理研究，19，93-124。邱兆偉（1996）。美國專業發展學校理念的誕生與成長。比較教育通訊，39，1-12。林淑梤、張惠博、段曉林（2009）。促進實習學生教學改變的夥伴實習輔導。教育科學研究期刊，54(1)，23-53。林梅琴（2007）。教育實習輔導制度運用發展性教學輔導系統之策略。教育研究與發展期刊，3（1），1-32。林明煌、陳文瑜（2020）。教育實習優質化：縮短理論到實務的最後一哩路。臺灣教育評論月刊，9(12)，8-12。林政逸（2019）。師資培育白皮書發布後師資職前培育和教師專業發展之省思。教育研究與發展期刊，15(1)，1-28。周祝瑛（2009）。比較教育與國際教改。臺北：三民。高熏芳、王慧鈴(2002)。師資培育機構與中小學教育伙伴關係之研究—教育合作現況與需求之分析。淡江人文社會學刊，10，頁147-173。孫志麟（2002）。〈專業發展學校：理念、實務與啟示〉。國立臺北師範學院學報，15，557-584。孫志麟（2020）。未竟之路：素養導向教育政策分析。教育研究月刊，313，頁141-156。陳美玉（1999）。教師專業學習與發展。台北：師大書苑。陳嘉彌（2000）。另類的教師成長：師徒式專業成長構念之探析。國立花蓮師院學報，10，27-46。張德銳（2000）。教育行政研究。五南。張德銳（1996）。美國良師制度對我國實習輔導制度之啟示。初等教育學刊，5，41-64。張清濱（2005）。教學視導與評鑑。五南。張鈿富、吳慧子、吳舒靜（2010）。問題建構分析臺灣師資培育政策之規劃。教育研究與發展期刊，6（2）， 207-230。教育部（2012）。中華民國師資培育白皮書。教育部。教育部（2016）。中華民國教師專業標準指引。教育部。許籐繼（2020）。混淆？認同？中小學實習輔導教師的角色困境與解決策略。臺灣教育評論月刊，9(12)，17-22。符碧真、黃源河（2013）。打造「知識歐洲」的師資培育：對我國的啟示。教育研究與發展期刊，1，1-20。符碧真、黃源河（2016）。實地學習：銜接師資培育理論與實務的藥方？教育科學研究期刊，61（2），57-84。曾大千、陳炫任（2010）。論師培法令架構下之實習制度變遷與發展。教育科學期刊，9（2），143-164。黃嘉莉（2019）。師資養成公費制度之歷史探究。教育科學研究期刊，64(2)，99-129。黃政傑（2020）。面對師資培育新挑戰。臺灣教育評論月刊，9(5)，1-8。黃繼仁（2011）。我國師資培育改革的挑戰與展望：典範轉變的觀點。教師專業研究期刊，創刊，79-99。曾素秋(2017)。中華民國教師專業表現指引對照現行師資培育制度之省思。臺灣教育評論月刊，2017，6（7），1-6。楊俊鴻、歐用生（2009）。「第三空間」及其課程美學蘊義。教育資料與研究雙月刊，88，69-92。楊志強、李雅婷(2021)。我國教育實習制度發展歷史沿革與實習期間代課問題芻議。臺灣教育評論月刊，10（10），44-50。楊智穎（2019）。回應新課程政策變革的師資培育課程發展。臺灣教育評論月刊，8(4)，51-57。詹志禹（2019）。臺灣實驗教育師資培育的困境與希望。中等教育，70(1)，8-16。鄭景澤（2010）。師資培育三人舞—打造一個完備的教育實習制度。台灣師資培育電子報，5，1-3。鄭景澤（2012）。互動關係？還是缺乏關係？談臺師資培育改革的動力源。臺灣師資培育電子報，33。鄭美紅、鄧怡勳(2003)。透過院校合作促進中小學實習學生的專業發展。教育曙光，47，頁54–61。潘宜如(2018)。我國師資培育之再思。臺灣教育評論月刊，7（2），頁 71-74。閻自安(2019)。臺灣師資培育的歷史回顧與展望：品質持續提升。教育研究月刊，300，64-78。謝念慈（2016）。十二年國民基本教育中學師資培育的有效教學：差異化的觀點。課程研究，11，19-45。貳、英文文獻Anderson, D. 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國立政治大學
教育行政與政策研究所
106171006資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106171006 資料類型 thesis dc.contributor.advisor 郭昭佑 zh_TW dc.contributor.advisor Guo, Chao-Yu en_US dc.contributor.author (Authors) 李修綺 zh_TW dc.contributor.author (Authors) Lee, Hsiu-Chi en_US dc.creator (作者) 李修綺 zh_TW dc.creator (作者) Lee, Hsiu-Chi en_US dc.date (日期) 2022 en_US dc.date.accessioned 8-Feb-2023 15:31:33 (UTC+8) - dc.date.available 8-Feb-2023 15:31:33 (UTC+8) - dc.date.issued (上傳時間) 8-Feb-2023 15:31:33 (UTC+8) - dc.identifier (Other Identifiers) G0106171006 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143338 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 106171006 zh_TW dc.description.abstract (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。 zh_TW dc.description.abstract (摘要) 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 Conclusions1.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 RecommendationsI.For the development of collaboration in educational practicum between cooperatingteachers 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. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 2第二節 研究目的與待答問題 5第三節 名詞釋義 6第四節 研究方法與步驟 8第五節 研究範圍與限制 11第二章 文獻探討 13第一節 師資培育制度及教育實習相關研究 13第二節 教育實習中之參與角色基本概念 35第三節 協同視導之意涵及運用 48第四節 協同視導指標之初擬 69第三章 研究設計與實施 95第一節 研究架構 95第二節 研究方法 98第三節 研究對象 101第四節 研究工具 104第五節 資料處理與分析 106第四章 研究結果 107第一節 協同視導指標適切性評估專家問卷結果之分析 107第二節 協同視導指標念構圖專家問卷結果之分析 118第三節 協同視導指標系統重要性程度結果之分析 133第五章 結論與建議 147第一節 結論 147第二節 建議 155參考文獻 158附錄一 協同視導指標建構適切性評估專家問卷 172附錄二 協同視導指標建構概念構圖專家問卷 178 zh_TW dc.format.extent 3681083 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106171006 en_US dc.subject (關鍵詞) 協同視導 zh_TW dc.subject (關鍵詞) 實習輔導教師 zh_TW dc.subject (關鍵詞) 實習指導教師 zh_TW dc.subject (關鍵詞) 實習學生 zh_TW dc.subject (關鍵詞) 師資培育 zh_TW dc.subject (關鍵詞) 教育實習 zh_TW dc.subject (關鍵詞) 指標建構 zh_TW dc.subject (關鍵詞) 概念構圖 zh_TW dc.subject (關鍵詞) Collaborative Supervision en_US dc.subject (關鍵詞) Cooperating Teacher en_US dc.subject (關鍵詞) University Supervisor en_US dc.subject (關鍵詞) Student Teacher en_US dc.subject (關鍵詞) Educational Practicum en_US dc.subject (關鍵詞) Teacher Education en_US dc.subject (關鍵詞) Indicator Construction en_US dc.subject (關鍵詞) Concept Mapping en_US dc.title (題名) 協同視導指標建構之研究 zh_TW dc.title (題名) Indicators Construction of the Collaborative Supervision en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文文獻丁一顧（2015）。我國教育實習制度的沿革、問題與前瞻。載於吳清基、黃嘉莉（主編）師資培育：20年的回顧與前瞻（頁203-221）。中華民國師範教育學。丁一顧、梁東民（2020）。臺灣教育實習制度的回顧與前瞻。幼兒教育，(329)，6-18。丁一顧、張德銳（2010）。臺北市教學輔導教師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-84。孔令泰（2003）。中等學校實習學生教育實習輔導策略之研究(未出版碩士論文)。國立台灣師範大學。古明峰（2013）。一位實習指導教授與學校攜手協助實習生專業成長之個案研究。新竹教育大學教育學報，30(2)，65-100。呂秀蓮（2014）。學校合作老師，實習指導教師與相互觀察的師資生協同輔助實習生學習的影響研究。教育研究與發展期刊，10(1)，1-22。呂秀蓮（2015）。形式主義的師資職前「教育實習」改革刻不容緩。臺灣教育評論月刊，4（7），78-85。呂秀蓮（2018）。美國職前教師實習課程規劃之個案研究：帶給臺灣教師實習之啟示。教育研究月刊，291，109-135。呂文惠(2021)。鼓勵實習生參與教師專業學習社群以提升教學能力。臺灣教育評論月刊，10（5）。呂木琳（1998）。教學視導－理論與實務。臺北：五南。吳政達（2008）。教育政策分析：概念、方法與應用（二版）。高等教育。吳政達、郭昭佑（1997）。概念構圖法在國民小學教科書評鑑標準建構之應用。教育與心理研究，20（2），217-242。吳清山（2006）。師資培育的理念與實踐。教育研究與發展期刊，2（1），1-32。吳清山（2005）。師資培育發展的困境與突破。研習資訊，22（6），23-29。吳清基、黃嘉莉、張明文（2011）。我國師資培育政策回顧與展望。載於中華民國師範教育學（主編），我國師資培育政策回顧與展望（1-19）。心理。吳淑禎（2013）。老師，你準備好了嗎？從十二年國民基本教育談師資培育的努力方向。教育人力與專業發展，30(4)。吳姵蓉、郭美麟（2013）。「第三空間」課程觀的省思。臺灣教育評論月刊，2（7），89-91。余民寧（1997）。有意義的學習：概念構圖之研究。商鼎文化。余民寧、陳嘉成（1996）。概念構圖：另一種評量法。國立政治大學學報，73，161-200。余民寧、潘雅芳、林偉文（1996）。概念構圖法：合作學習抑個別學習。教育與心理研究，19，93-124。邱兆偉（1996）。美國專業發展學校理念的誕生與成長。比較教育通訊，39，1-12。林淑梤、張惠博、段曉林（2009）。促進實習學生教學改變的夥伴實習輔導。教育科學研究期刊，54(1)，23-53。林梅琴（2007）。教育實習輔導制度運用發展性教學輔導系統之策略。教育研究與發展期刊，3（1），1-32。林明煌、陳文瑜（2020）。教育實習優質化：縮短理論到實務的最後一哩路。臺灣教育評論月刊，9(12)，8-12。林政逸（2019）。師資培育白皮書發布後師資職前培育和教師專業發展之省思。教育研究與發展期刊，15(1)，1-28。周祝瑛（2009）。比較教育與國際教改。臺北：三民。高熏芳、王慧鈴(2002)。師資培育機構與中小學教育伙伴關係之研究—教育合作現況與需求之分析。淡江人文社會學刊，10，頁147-173。孫志麟（2002）。〈專業發展學校：理念、實務與啟示〉。國立臺北師範學院學報，15，557-584。孫志麟（2020）。未竟之路：素養導向教育政策分析。教育研究月刊，313，頁141-156。陳美玉（1999）。教師專業學習與發展。台北：師大書苑。陳嘉彌（2000）。另類的教師成長：師徒式專業成長構念之探析。國立花蓮師院學報，10，27-46。張德銳（2000）。教育行政研究。五南。張德銳（1996）。美國良師制度對我國實習輔導制度之啟示。初等教育學刊，5，41-64。張清濱（2005）。教學視導與評鑑。五南。張鈿富、吳慧子、吳舒靜（2010）。問題建構分析臺灣師資培育政策之規劃。教育研究與發展期刊，6（2）， 207-230。教育部（2012）。中華民國師資培育白皮書。教育部。教育部（2016）。中華民國教師專業標準指引。教育部。許籐繼（2020）。混淆？認同？中小學實習輔導教師的角色困境與解決策略。臺灣教育評論月刊，9(12)，17-22。符碧真、黃源河（2013）。打造「知識歐洲」的師資培育：對我國的啟示。教育研究與發展期刊，1，1-20。符碧真、黃源河（2016）。實地學習：銜接師資培育理論與實務的藥方？教育科學研究期刊，61（2），57-84。曾大千、陳炫任（2010）。論師培法令架構下之實習制度變遷與發展。教育科學期刊，9（2），143-164。黃嘉莉（2019）。師資養成公費制度之歷史探究。教育科學研究期刊，64(2)，99-129。黃政傑（2020）。面對師資培育新挑戰。臺灣教育評論月刊，9(5)，1-8。黃繼仁（2011）。我國師資培育改革的挑戰與展望：典範轉變的觀點。教師專業研究期刊，創刊，79-99。曾素秋(2017)。中華民國教師專業表現指引對照現行師資培育制度之省思。臺灣教育評論月刊，2017，6（7），1-6。楊俊鴻、歐用生（2009）。「第三空間」及其課程美學蘊義。教育資料與研究雙月刊，88，69-92。楊志強、李雅婷(2021)。我國教育實習制度發展歷史沿革與實習期間代課問題芻議。臺灣教育評論月刊，10（10），44-50。楊智穎（2019）。回應新課程政策變革的師資培育課程發展。臺灣教育評論月刊，8(4)，51-57。詹志禹（2019）。臺灣實驗教育師資培育的困境與希望。中等教育，70(1)，8-16。鄭景澤（2010）。師資培育三人舞—打造一個完備的教育實習制度。台灣師資培育電子報，5，1-3。鄭景澤（2012）。互動關係？還是缺乏關係？談臺師資培育改革的動力源。臺灣師資培育電子報，33。鄭美紅、鄧怡勳(2003)。透過院校合作促進中小學實習學生的專業發展。教育曙光，47，頁54–61。潘宜如(2018)。我國師資培育之再思。臺灣教育評論月刊，7（2），頁 71-74。閻自安(2019)。臺灣師資培育的歷史回顧與展望：品質持續提升。教育研究月刊，300，64-78。謝念慈（2016）。十二年國民基本教育中學師資培育的有效教學：差異化的觀點。課程研究，11，19-45。貳、英文文獻Anderson, D. 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