國小教師對協同教學認知之研究

• Main Authors: Meng-Cheng Suei, 隋夢真
• Other Authors: Cheng-Li Wang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/47765140268160985071

碩士 === 國立屏東師範學院 === 國民教育研究所 === 90 === ABSTRACT The purpose of this study was to investigate elementary school teachers’recognition about the goals, meanings, implementation and evaluations of team teaching. In addition, teachers’recognition of probable hindrances while implementing a "team teaching" were also studied. Two methods were adopted in this research including questionnaire investigating and individual survey interviewing. Target teachers were in the public elementary school of Kaohsiung City, Kaohsiung and Pin-tung County. Four hundred eighty-seven teachers who were randomly selected, participated in the questionnaire investigating. Four certified elementary school teachers were participated in the individual survey interviewing. Results of the study indicated that most of elementary school teachers had basic recognition of team teaching. Details can be specified as follows: 1.The elementary school teachers’ recognition about the meanings of team teaching:(1)The majority of elementary school teachers clearly recognized the meanings of team teaching; (2)Younger and junior teachers seemed to voluntarily participate team teaching. However, teachers coming from the rural area had opposite response; (3)A senior or team leader was needed in the process of team teaching. 2.The elementary school teachers’ recognition about the goalss of team teaching:(1)The majority of elementary school teachers clearly understood the purpose of team teaching; (2)A significant difference was found between teachers with administration duty and without. A negotiation and compromise will be needed for these two groups; 3.The elementary school teachers’ recognition about the practices of team teaching:(1)The majority of elementary school teachers clearly completely recognized the implementation of team teaching; (2) Teachers’perspectives and attitudes had a great consequences of team teaching; (3)Team teaching was fulfilled and benefited if principal and school administrators supported it.(4)Elementary school teachers with higher degree tended to correspond with colleagues for the team teaching; (5)Team with specialty was most welcomed by teacher cooperation groups. In addition to teaching practices, subjects formation and single topic uniformity were likely accepted by elementary school teachers. 4.The elementary school teachers’ recognition about the evaluations of team teaching:(1)The majority of elementary school teachers truly recognized the evaluations of team teaching; (2)Team teaching evaluation was mainly focused on pupil group; Self evaluation and inter measurements of teaching group were most likely accepted by the allied and staff members. 5.The elementary school teachers’ recognition about the difficulties and possible hindrances of team teaching:(1)Due to insufficient man power of teachers, school needs community and parents’ supports in order to accomplish team teaching; (2)Apparently, elementary school teachers were incapable of implementing the team teaching. Teachers with specific abilities in some areas were needed.(3)Less facility, accommodation, inadequate resources, equipments and conflict, reluctance of parents were hindered to implement team teaching. Based on these results of this study, the recommendations were made to the school administrations, the administration of education, and teacher training institutions. Recommendations to the future study were also made.