An Analytical Study on Requirements for Teaching Knowledge and Professional Development of Social Studies Teachers in Changhua County Elementary Schools

• Main Author: 陳盈佑
• Other Authors: 陳美華
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/22323897386296710914

碩士 === 國立彰化師範大學 === 商業教育學系 === 98 === The purpose of the study is to identify the current status of professional development of social studies teachers in Changhua County elementary schools. The study also tries to analyze whether different backgrounds have an influence on the professional development of social studies teachers. Using the questionnaire as a tool of research, the study distributed questionnaires to social studies teachers in Changhua County elementary schools to find out requirements for continuing professional development and the status of professional development of Changhua County elementary schools. Based on the findings of the study, the following conclusions were reached: 1. In general literacy courses, social studies teachers require classroom management skills, while in professional courses, they are in need of creative teaching to foster pupils' motivation towards learning social studies. 2. Most teachers attend facilitated learning opportunities in school for professional development. Historical tours and field studies are the mostly desired approaches, and the motivation for them to participate in professional development is to maintain and improve professional competencies. One of the factors that impede professional development includes that the schedule of professional development cannot meet the needs of teachers. It turns out that Wednesday afternoon is regarded as the best time either for participation or to meet teachers’ requirements for professional development. Lastly, the study attempted to provide data summaries and recommendations that could be used by social studies teachers in elementary schools and planning agencies in the provision of professional development as well as a basis for future research efforts. 1. Pay attention to the needs of teachers for professional development. 2. Provide a wide range of learning activities. 3. Promote “Curriculum Leadership” to help implement the concept of teacher-as-researcher. 4. Schools should support and encourage teachers to maintain professional competencies and enhance career progression. 5. Teachers may study over the internet to enhance the effectiveness of teacher professional development.