| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 87 === Abstract
The purpose of this research was to investigate the feasibility of American Professional Development Schools (PDS) to be implemented into Taiwan''s elementary schools. This study tried to provide some suggestions that could be help professional development of elementary teachers and induction of student teachers.
The research included the review of related literature, survey method and interview method. A questionnaire was conducted to gather the data from 260 educational related peoples who include elementary teachers, educational administrators and teachers of Teacher College. Data analyzed through spss 7.0 for Windows, including frequency, one-way ANOVA and Chi-square and Scheffe'' posteriori comparisons(α=.05). The results of this study included the following:
1. PDS of American was to be implemented into elementary in Taiwan that has the feasibility.
2. The Teacher College should active the equal, symbiotic partnership of PDS for elementary school.
3. There will be some restrictions to carry out PDS in Taiwan''s elementary schools. Such as: more burdens of the elementary teachers, little expenditure of support PDS, the teacher''s insufficient cognition of PDS, inconsistent education policy, conservation of the culture of elementary schools, more time constraints and less capabilities of clinical teaching of the professors, lack of reward system.
4. Making PDS in Taiwan, we need concrete package as follows: Reinforcing the evaluation system to maintain school''s quality and teacher''s performance; provide some reward system for participating PDS, PDS ought to have more faculties and independent finance.
Finally, according to the conclusion of this study, the researcher made following suggestions:
1. The PDS which everyone is learner and collaborationors are worthy of spread.
2. The Teacher Prepared Law should be amended by the education administrative department to increase partnership concept of PDS.
3. Teacher College should employed elementary teachers who have Master and performance of quality of teaching as part-time cooperating teachers.
4. Teacher College should encourage professors to do clinical teaching and work cooperative action study of teaching with elementary teachers in elementary clinical sites.
5. Elementary schools should program "learning of team" for intern, and provide mentor teacher less class burden.
6. Elementary schools should reinforce collaboration with Teacher College, and together program professional development actions of experienced teachers.
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