| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === The purpose of this research is to explore the professional competence elementary school teachers concentrating in Science and Technology field are expected to have based on the implementation of Grade 1~9 Curriculum. This study first reviews related literature in order to establish a solid understanding of the background of the topic. The researcher then developed a questionnaire accordingly. Employing the Delphi Technique, the questionnaire was administered back and forth for three times to three target groups of people: scholars and specialists at teacher education institutions, education executives who specialize in educational researches, and elementary school teachers who are practically engaged in the teaching of Science and Technology.
The findings of this survey research shows that, based on the implementation of the Grade 1~9 Curriculum, Science and Technology teachers in elementary schools are expected to be equipped with the following eight dimensions of professional competence: (1) curriculum and teaching material development (including 11specific items), (2) instructional methods (including 25 specific items), (3) teaching resource application (including 12 specific items), (4) instructional content and attitudes (including 13 specific items) (5) self-reflection and conceptual analysis (including 9 specific items), (6) classroom management (including 9 specific items), (7) understanding of the natural science (including 6 specific items), and (8) others (including 5 specific items). According to the statistic results of the mean of every specific item, this research concluded its findings with 38 critical skills, 33 important skills, and 19 related skills as the elements of the competence of elementary school Science and Technology teachers. Finally, based on the research findings, the researcher further discussed the outcome of the survey, derived several suggestions for teacher education, and offered possible orientation for further studies.
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