| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Abstract
The study aims to understand the life progresses of four teacher elites at elementary schools. It is our hope that, in the traditional elemen-tary/high school environment without advanced professional career, we can find the feasible ways of professional career development of teachers at elementary/high schools based on our concern for the career courses of teachers who are not headed for administration field as well as the life experiences of the four teachers who won the highest educational honor.
Qualitative research approach is used and, with interview outlines, documents provided by each teacher, information collected from the chronicles, we will describe the life experiences of the four teacher elites of the four elementary school teachers and make respective case study and further conclude and analyze their contents and characteristics of the ca-reer development, significant others and critical incidents, elements of career selection, philosophy and viewpoints, advantageous situations and difficulties as well as the major elements that make them teacher elites in cross-case measure. The major findings of the study are:
1. The career development of the four teacher elites basically conforms to the development tendency of academic, although there are no completely conforming theories.
2. Due to the elements such as “uncertainty of retirement system, lack of advanced professional career and long-term effect encouragement incen-tive environment, shock resulted from educational reform and retirement droves,” senior excellent teachers decided to retire earlier than expected.
3. Significant others and critical incidents of the four teacher elites:
（1）There are many significant others and critical incidents in the career of the four teacher elites.
（2）The significant others that influenced the career of the four teacher elites most are teachers.
（3）Support and understanding from spouses are the key elements that support the professional development of the excellent teachers.
（4）“Good words make winter warm and malicious words make June cold.” What teacher say and do significantly affect the children’s development for their entire life.
（5）Absence of or negative comments from significant others are both regret and attention to teacher elites.
4.There are similarities as well as differences of the elements of career selection of the four etherealities and they become what they are owing to the wholehearted devotion.
5.The environment of elementary/high schools as “only administration advancement without teaching specialty advancement” affects the basis of teaching specialty, development of career and morale of teachers. It remains to be changed.
6. Major life philosophy and educational concepts of the four teacher elites are:
Educational concepts based on children and touch of life: all of them look forward to establishing teacher encouragement measures with long-term effects, advanced system of professional career with relevant measures, diversified and flexible advanced study systems for teachers and pragmatic and comprehensive educational reform policies.
7.There are similarities as well as differences of the advantageous situations and difficulties of the four teacher elites: all of them could break through difficulties and encounter challenges and they had more difficulties or pressures than advantageous situations.
8.“Government subsidy system” encourages numerous impoverished stu-dents to study hard and move upwards, maintains an extremely good level of teachers, and fosters a great amount of outstanding teachers. The policies regarding own expense system and widely available educational courses require to be discussed. To keep the high quality of teachers, it’s necessary to explore substituting the government subsidy system by some related rules.
9.There are similarities as well as differences of elements that made the four teachers elites. The influences of “individual internal characteristic viewpoints” are greater than those of “external environment elements.”
10.The common advantageous situations of the four teacher elites are “rich life experiences, work environment of good quality, happy marriages, as-sistance and encouragement of significant others and critical incidents.”
11.The shared qualities of the four teacher elites are “altruistic life phi-losophy, aggressive and positive self-awareness, self-fulfillment in the handing of cultural values, high achievement motif in search of “success in teaching,” sincere humanitarian feelings, diversified wisdom ability and learning, professional knowledge that guides learning, being aggres-sive to break through difficulties and excellent expounding ability in education.”
Based on the above findings, the researcher makes the following sug-gestions for educational workers, training institutions for teachers, educa-tional administration institutes for elementary/high schools, parents and future studies respective:
1. Suggestions for educational workers
(1) Being persistent and endeavoring to search the ideals of the career
(2) Building the values of being proud of students’ achievements
(3) Listening to, accepting, caring for and approving the diversified wis-dom and potentials of students
(4) Giving students more positive encouragement and expectations to avoid Pygmalion Effect
2. Suggestions for training institutions for teachers
(1) Teacher's university should seek active transformation to make full use of function of cultivating potential teachers from various channels.
(2) Training teachers with humanitarian qualities and key abilities at the pre-occupation educational stage
(3) Improving the overall function of “training teachers, guiding and as-sisting schools, advanced study and researches and research and de-velopment”
3. Suggestions for elementary/high schools
(1) Extensively establishing and carrying forward the “teacher elites” rules and culture.
(2) Improving teacher-recruiting regulations to hire outstanding teachers to enter the campus.
(3) Building fully dimensional learning and growth situations and foster-ing students with sound personalities
(4) Forming good quality school culture and building advantageous edu-cational situations for teachers
(5) Duly implementing diversified, flexible and pragmatic teacher studies to improve professional knowledge of teachers
4. Suggestions for educational administration institute
(1) Actively carrying forward long-term study and popularization of “teacher elites”.
(2) Planned controlling the amount of normal training and reviewing the policy on teacher training.
(3) Trying to establish stable retirement system as early as possible to assure teachers
(4) Preparing teacher encouragement system with long-term effects to stimulate morale of teachers at the basic level
(5) Cohering the mutual understanding, preparing the relevant measures and promoting the professional career advancement system
(6) Overall implementation of mentor teacher system to encourage senior excellent teachers to continue growth
(7) Stably promoting educational reforms in proper sequence and humble reviews
(8) Reviewing policies on own expense system and broadened educa-tional courses, and exploring to replace the government subsidy system with other institutions in order to maintain the quality of teachers
5. Suggestions for parents
(1) Enriching the knowledge of parent/children communication and giv-ing more positive encouragement and proper expectations to children
(2) Cherishing different aptitudes and potentials of children; encouraging and supporting them to seek their career development
6. Suggestions for future studies
We suggest the depth and width of studies be enhanced. For exam-ple, the target may include all excellent teachers serving at kindergartens, elementary schools, junior high schools, and senior high schools/vocational high schools from any other prefecture beyond Taipei County. Studies can also be made on elites in other occupations or other groups with special features and number of samples can be increased at a proper amount.
Moreover, we can have more interviews on the significant others of the target and make further studies on the influences of system to the target.
Key words: career development of teachers, teacher elites, significant others, critical incidents, teacher ranking system, mentor teacher system, life story
|
|---|
