| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 97 === Abstract
This study aimed to investigate the relationship between elementary school teachers’ recognition of globalization and their professional development. Data were collected through a questionnaire and semi-structure interviews with teachers. The questionnaire of the relationship between elementary school teachers’ recognition of globalization and their professional development was developed by the reasearches. Participants selected by stratified random sampling were 805 teachers from public elementary schools in Taichung County. After the questionnaires were conducted, the data were analyzed by way of mean, standard deviation, t-test, one- factor analysis of variance, Scheffé posteriori comparison and multiple piece-to-piece regression statistic analysis. Then eight participants selected by stratified random sampling wereinterviewed about their recognition of globalization and their professional development. The major finding were summarized as follows: First, the elementary school teachers in Taichung County had a clear recognition of globalization and their professional development. Second, the elementary school teachers with different backgrounds developed different recognition of globalization and professional development. Third, the teachers recognition of globalization was closely related to professional development and the relationship between them was positively correlated. Finally, the teachers recognition of globalization outstandingly helped to predict their professional development.
Based on the results of the study, the following suggestions were made. First, the educational administrative organizations should organize professional teams to research, develop and try to carry out the globalizational education. Also, the organization of the teachers in elementary schools should be appropriately promoted, the number of the students in a class should be lowered and the teachers’ administrative burden should be reduced. Second, the teacher nuturing and training institution should provide the learning materials of the recognition of globalization, establish the principles of the education of globalization, popularly found the further educational institutions for in-service teachers, and carry out the measures of regional conseling, and established an information web sites and shared platform . Third, the administrative staff should construct an appropriate school ecology, make the staff’s common consensus cohere, balance every teacher’s work burden, decrease teachers’ administrative chores, encourage the teachers to research and study and pursue further education. In addition, the administrative staff should integrate school resources, pay much attention to teachers’ need, fulfill the system of teachers’ further education, and promote teachers’ professional development. Fourth, the elementary school teachers should understand the trend of globalization, promote their own profession , enhance their teaching knowledge and ability, and elaborate their teaching. Besides, they should develop an active, obligated, good-doing, gregarious view of life, and value their students. Fifth, offer the research method, research participants, research contents, and research variance can be taken reference for future studies.
Key words: elementary school, globalization, teacher professional development,
teacher recognition of globalization
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