本研究旨在探討認知教練對中小學教學輔導教師的教學省思及專業成長態度之影響。研究採取準實驗研究設計，對象為 82 位中小學教學輔導教師，實驗組與對照組各為 41 位，實驗組參與認知教練工作坊並實作，對照組則否。研究所得資料採單因子共變數進行比較分析。此外，從實驗組中抽取 12 位教師進行訪談，對照問卷所得資料，以了解認知教練對教師教學省思及專業成長態度之影響。研究顯示：（1）中小學教學輔導教師教學省思與專業成長態度屬於中高程度；（2）實驗組教師的教學省思態度、省思內容、省思策略與整體教學省思，因認知教練而有顯著進步；（3）實驗組教師的角色期待與整體教師專業成長態度，因認知教練而有顯著進步。訪談結果可與量表得分情形對照互補。研究者最後根據研究結果提出建議，作為相關單位及後續研究的參考。

The purposes of this study were to examine the impact of cognitive coaching on teaching reflection and professional development attitude of elementary and secondary school teachers. Quasi-experimental method was used in the study. A total of 82 mentor teachers participated in the research, with 41 in the experiment group and the other 41 in the comparison group. The treatment group participated in cognitive coaching program, and applied the coaching techniques in schools while the comparison group didn’t. Results were analyzed by using the statistics of one-way ANCOVA. In addition, a semi-structured interview was applied to collect the perception of the 12 mentor teachers in the treatment group about the process and influence of cognitive coaching on their teaching reflection and professional development attitude. The main findings of this study were as follows: (1)The mentor teachers’ teaching reflection and professional development attitude were moderately high. (2)Participating in cognitive coaching program could improve the mentor teachers’ reflective attitude, reflective content, reflective strategies, and overall reflection significantly. (3)Participating in cognitive coaching program could improve the mentor teachers’ role expectations and overall professional development attitude significantly. According to the findings of this study, several suggestions for practice and further study were proposed.

認知教練、教學省思、專業成長態度、教學輔導教師

cognitive coaching, teaching reflection, professional development attitude, mentor teacher