| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === A Study of Elementary School Teachers’ Growth Group Operation Standards in Taipei County
Chin-Hui Wang
Abstract
The purpose of this study was to construct elementary school teachers’ growth group operation standards in Taipei County, modified Delphi method was main research method. First, thorough literature review about teachers’ growth group , a questionnaire developed for a 16-expert panel to contribute their perspectives and comments with a three-round Delphi technique. The results ,both quality and quantity, were analyzed and constructed elementary school teachers’ growth group operation standards in Taipei County. The conclusions of the study were as following:
1. Elementary school teachers’ growth group should be defined as structure, voluntary and self-determination.
2. The members of elementary school teachers’ growth group should standards.
3. The operation patterns of elementary teachers’ growth group should keep multiple application as principles.
4. The process of elementary school teachers’ growth group should notice short-term developing emphasis to maintain improving ability; In the beginning operation period, warm-up can retain members relationship, this will be beneficial to follow-up conversation and interaction. It should put emphasis on establishing group core value and aggregating centripetal force to broaden learning efficiency and application in the middle part of operation. Besides sharing and results presentation, it should build mutually encouraging and supporting learning network to continue growing ability in the final operational period.
5. Through model example, elementary school teachers’ growth group and communicating via sharing, the members can face potential obstacle in operational process; Only understanding and facing different problems in operational period, the new motivation can be seen. This is beneficial to group re-starting. Facing group short-term developing emphasis and paying attention to potential problems and solutions can help controlling group successful functioning; the obstacle can be another kind of assistance.
6. Elementary school teachers’ growth group can upgrade teachers’ inner self-actualized level to form a dynamic long-term and creative teacher professional developing pattern.
7. While promoting elementary school teachers’ growth group, expending, remaining, rewarding and maintaining should be considered.
8. The context of elementary school teachers’ growth group operation standards in this study included three portfolios and seven aspects. Forty five stands are approved by the panel.
Based on above conclusions, practical suggestions were as followed:
1. To administrative education department:
(1) Evaluating properly, promoting elementary school teachers’ growth group actively and helping them establishing operation standards.
(2) Rewarding excellent elementary school teachers’ growth group to build up models of all kinds of field teachers’ growth group .
(3) Constructing specialty teacher sharing platform and broadening communication between elementary schools teachers’ growth group.
2. To elementary schools:
(1) Inspiring multiple potential of elementary school teachers and developing teacher-based growing patterns.
(2) Intensifying administration supporting teaching and growing capability and giving necessary source for teachers’ growth group.
(3) Citing excellent elementary teachers’ growth group and providing group regulation standards in beginning period.
3. To elementary school teachers’ growth group:
(1) Understanding the properties of teachers’ growth group and organizing any kinds of growing groups.
(2) Members of groups should discuss standards and cooperate together to accomplish professional developing objectives.
(3) Anticipating teachers will become good teachers and considering both mental and spiritual growth through group motivation.
4. To future research
(1) In research method: using questionnaire and survey to obtain more data for analysis.
(2) In research objects: broadening to all members of elementary school teachers’ growth group .
(3) In research scope: broadening research content and environment to increase resources and results analysis.
|
|---|
