| Summary: | 碩士 === 淡江大學 === 教育科技學系 === 88 === The quality of education depends on the quality of teachers. The education will be improved only if teachers’ expertise enriched. For enhancing professional standards and performance, teachers have to put their professional development into practice and proceed all kinds of activities of learning. The forming of teachers’ expertise is a process of integrating teachers’ experience with their context.
The purpose of this study was to understand the essential components in the process of constructing the expertise of elementary school expert teachers in four dimensions: the expertises they should have, the sources where they get, the strategies how they proceed, and the reasons why they continuously do it. The investigation was conducted by questionnaire survey. The survey was mailed to 180 subjects, and 111 were responded (valid response rate = 61.67%).
The result showed that, elementary school expert teachers put their focus on the information of general pedagogical knowledge, pedagogical content knowledge, self-reflection, knowledge of learners and their characteristics, and subject content knowledge. The sources and strategies of their expertise development were gained from multiple ways. The drives that inspired expert teachers to learn continuously were their instructional needs , interests and ideals of teaching.
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