The Development of an Integrated Support System for Student Teachers and the Transformation of Student Teachers' Community of Practice and Identities
|關鍵字:||師培教育;行動科技;教學實習;實務社群;身分認同;teacher education;mobile technology;student teaching;community of practice;identity|
為「適性支援實習教師的系統」（Adaptive Support System Initiated for Student Teachers,
Recently, owing to the widespread of hand-held computers and wireless networks, more and more teacher educators and educational researchers make efforts to apply mobile technology to effectively assist pre-service teachers’ learning to be competent teachers. Among these endeavors, some researchers employed mobile technology to support pre-service teachers’ learning of teacher-education courses. Yet, very few studies address the application of mobile technology for supporting student teaching. Therefore, the researcher has developed a system called “the adaptive support system initiated for student teachers (ASSIST)” using smart phones as the system platform to support student teachers’ learning to teach. Yet, the researcher found that the ASSIST’s usefulness was constrained by issues such as the difficulty of inputting data via a smart phone and the small display of the smart phone. To make the ASSIST have more flexible user-interface and stronger potential for supporting student teachers, it is necessary to develop a web-based ASSIST with more powerful functions and flexible operations to supplement the smarphone-based ASSIT. Additionally, the addition of functions for social support and social interaction is beneficial for assisting student teachers to form a community of practice and their identities of being a teacher. Thus, the study purposes are to combine the web services with smart-phone characteristics to develop an integrated system to support student teachers’ working and learning during their student teaching and to explore whether this integrated system facilitates the formation of student teachers’ community of practice, transforms their identities, and enhances their professional development. Four major tasks of this study are: (1) to revise the existing functions of the smartphone-based ASSIST, to develop three more functions for the smartphone-based ASSIST, and to develop a web-based ASSIST with nine major functions, (2) to conduct the formative evaluation of the integrated system, (3) to recruit student teachers to test the system in their placement schools for a semester, and (4) to understand whether and how the system influences the formation of student teachers’ community or practice and transformation of their identities. The researcher plans this study to be a two-year project. In the first year, the researcher will focus on building the integrated ASSIST, on conducting formative evaluation of the system including expert review and user testing, and on revising the system based on results of the formative evaluation. In the second year, the researcher will recruit 20-30 student teachers to use the ASSIST for the one-semester. The participants will be divided into two groups. One group will solely use the web-based ASSIST, and the other group will use the integrated system. Data-collection methods include questionnaires, interviews, and system logs. The data analyses target to understand whether the two groups of participants show significant differences in using the ASSIST and in attitudes toward the ASSIST and whether the system influences the formation of student teachers’ community of practice and identities. The results should provide educational researchers, policy decision-makers, teacher educators, pre-service teachers with ideas and suggestions about applications of mobile technology in teacher education, about how to adopt mobile technology to support student teachers’ performance and learning, and about how to foster student teachers’ community of practice and identities of being a competent teacher.