师范生教育实习中的反馈研究:议题、方法与启示

Research on Feedback in Teaching Practicum: Issues, Methodologies and Implications

指导教师对师范生教育实习的反馈是促进师范生实践技能提升的最直接和最根本的途径。本文以国内外师范生教育实习反馈的实证研究文献为数据,采用文献分析法对63篇文献进行编码分析,揭示教育实习反馈研究的主要议题和方法。研究发现:现有教育实习反馈研究主要关注:(1)实习反馈目的、形式、标准和工具;(2)师范生对教育实习反馈的认识与态度;(3)学校指导教师(school mentor)和大学指导教师(university supervisor)的反馈特点与效果;(4)师范生、大学指导教师和学校指导教师的三者关系。在研究方法上,教师实习反馈研究主要采用质化研究,混合研究逐渐受到重视。基于对实证文献的文本分析,本研究认为应构建基于信任关系的有效实习反馈支持系统,真正发挥教育实习在师范生成长中的关键作用:第一,以人际信任为核心,形成师范生、学校指导教师和大学指导教师三方稳固关系,营造出良好互动环境,提升实习指导反馈的实效;第二,关注师范生群体内部及个体的信任关系,重视同伴反馈和自我反馈;第三,有效的制度支持以保障教育实习主体间的良性互动关系。另外,本研究认为需大力加强我国情境中的教育实习的反馈研究,未来研究应在多学科理论支撑的基础上,拓展研究内容,运用多种研究方法,探究教育实习反馈的多元议题。

Feedback from school mentors and university supervisors on student teachers’ teaching practicum is the most crucial and fundamental way to enhance student teachers’ pedagogical skills, and promote their teaching efficacy and professional development. This review article selects empirical studies on feedback on teaching practice conducted in the past three decades and adopts content analysis approach to analyze 63 relevant articles, with the main focus on the research themes, content as well as the methodologies. The review reveals four major emerging themes in those published literature:(1) the purposes, standards, forms and tools of feedback;(2) student teachers’ understanding of and attitude towards supervisory feedback;(3) the characteristics and effects of feedback from university supervisors and school mentors;(4) the triangular relationship among student teachers, university supervisors and school mentors in teaching practicum. While mixed methods have drawn attention gradually, the extant studies mainly adopted qualitative method.