| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === Abstract
The purpose of this study was to examine the elementary teachers’ planning of school-based in-service education curriculum in remote districts of Taipei County, Taiwan. Firstly relevant literature of school-based in-service education were collected and analyzed. Secondly the questionnaire was administered to 275 elementary school teachers in remote districts of Taipei County and there were 198 returned copies proved effective. According to the analysis of the survey and the result of several open questions, the conclusion of the study was drawn as the following:
Ⅰ.Teachers’ programming in planning of school-based in-service education curriculum was categorized high level. ‘Implement’ was at the highest level, but ‘evaluation’ was found at the lowest.
Ⅱ. Teachers’ awareness on the affecting factors of teachers’ programming in planning of school-based in-service education curriculum was found significantly different across their different ages, the posts they hold and their teaching years.
Ⅲ. The fact and satisfaction in practice :the most frequent ,favorable form appears to be ‘theme speech’;’ Wednesday afternoon’ is the most frequent ,favorable time; the ‘curriculum skills’ is the most adopted content, the ‘teaching skills’ is the most favorable content; the most frequent ,favorable studying place appears to be ‘in school’; the most frequent ,favorable organizer appears to be ‘deans’; the most frequent , the first-priority instructor appears to be ‘teacher of practical experience’; the most frequent ,favorable financial support appears to be ‘financial support from administrative agencies’.
Ⅳ. Difficulty could be ’inadequate financial support’,’ lack of teaching information’,’ hard management of time’,’ too different teacher’s demands to meet’ and ‘lack of sound in-service education system’.
Ⅴ. Determinants of teacher’s participating in in-service education could be ‘the studying place is too far’, ’the time is not appropriate’, and ‘content is not practical enough’.
Based on above findings, this study proposes suggestions to the educational administration organizations and the school planning teams.
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