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1 * * CY03518-

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3 * (preservice education) ( ) ( ) *

4 490 (mentoring triad student teaching triad Slick1997)( ) ( )

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29 515 (85) (86) () (87) (88) (79) (80) (87a) (87b) (87c) (83) (86) Connelly, F. K., Clandinin, D. J., & He, M. F.(1997). Teachers personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), Daloz, L. (1986). Effective teaching and mentoring. San Francisco: Jossey-Boss. McMahon, S. I. (1997). Using documented written and oral dialogue to understand and challenge preservice teachers reflections. Teaching and Teacher Education, 13(2), Slick, S. K. (1997). Assessing versus assisting: the supervisor s roles in the complex dynamics of the student teaching triad. Teaching and Teacher Education, 13(7),

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31 Journal of National Taipei Teachers College, Vol.XIII(June 2000) NATIONAL TAIPEI TEACHERS COLLEGE 517 A Case Study on the Evaluation of the Implementation of the One-year Student Teaching in Kindergartens by the Student Teachers and Their Mentors Ya-mei Chen* ABSTRACT Act for Preservice Teacher Education, effective in 1994, cast a tremendous influence on early childhood preservice teacher education. The first class of students majoring early childhood education from National Taipei Teachers College after the enactment of Act for Preservice Teacher Education started their one year s student teaching from July 1, The case study with a qualitative approach, aimed to investigate the student teachers one-year field experience in kindergartens, and the viewpoints of the student teachers and their mentors on the implementation of the oneyear student teaching in kindergartens. Six student teachers and their mentors were involved in this study. Data collected included questionnaires, interviews, reflective notes, student teaching assignments, and so on. Findings showed that the student teachers were expected to be active, child-loving, willing to ask, do and learn, and to possess early childhood professional knowledge, and abilities to communicate and to observe children. As to involvement in teaching and nursery activities, student teachers in kindergartens progressed from observing, assisting, and participating in teaching activities to teaching by themselves. As to practition in administrative affairs, great differences were found among the six student teachers. The one-year student teaching was regarded as casting positive *Ya-mei Chen: Associate Professor, Department of Early Childhood Education

32 518 Journal of National Taipei Teachers College Vol. XIII effects on the professional development of the six student teachers with their improvement in dealing with children, teaching skills, flexibility to change, classroom management, administrative abilities, interpersonal interaction, and so on. However, the subjects involved in the study were still concerned about the length of student teaching, the salary of student teachers, the ambiguity of the contents of student teaching, the choice of mentors, the training of mentors, and the modification of student teachers attitudes towards student teaching. Suggestions were given respectively with regard to early childhood student teachers and the student teaching system.

穨CY03519.PDF

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