學校本位教師專業成長個案研究─以台中市一所國民小學校內教師週三進修為例─

• Main Author: 王玉敏
• Other Authors: 陳慧芬
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/38868525371439359635

碩士 === 國立台中師範學院 === 國民教育研究所 === 89 === The purpose of this study is to investigate how teachers, in Chung-Hsing (an alias) elementary school, think of the concept of teacher professional growth, the present situation of teacher in-service education on Wednesdays and how it effects elements of the teacher in-service education on Wednesdays and teachers'' attitudes and expectations for the teacher in-service education on Wednesdays Furthermore, it will consider to improve teachers'' professional development. The methodology for this research is case study. Chung-Hsing elementary school is the case school and the qualified teachers in Chung-Hsing elementary school are the case objects. Research would be carried out through deep-interview with 18 teachers, observed teacher in-service education on Wednesdays four times in total, and semi-structured interviews with 24 teachers, including Principal and Director of academic office Studies, with different ages, sex, education background and position. It can be described as follows: 1. To research the concept of teacher professional growth which can improve teachers'' teaching knowledge and technique; there is a close relationship between lifelong education and teacher professional growth. For teachers, the concept of learning organization is unclear; the teachers with different positions focus on different teaching problems. 2. The teachers''opinions concerning the teacher in-service education on Wednesdays can be concluded as follows: there is some help for teachers'' professional growth; it is good that higher authorities attach importance to teacher education. The time of each program is enough; however, the contents, the way and the structure of the programs are not suitable. 3. For most teachers, the elements that affect teacher in-service education on Wednesdays are personal belief, social situation, school rules and programs. 4. There are six types of teachers'' attitudes towards the teacher in-service education on Wednesdays. 5. Teachers'' expectations regarding the teacher in-service education on Wednesdays are time reduction; suitable programs; varied programs; teachers can plan the programs; teachers can choose their own option; discussion after each program. Finally, there are several suggestions and comments for future researchers, schools, and educational organizations.