| Summary: | 碩士 === 臺中技術學院 === 企業管理系事業經營碩士班 === 99 === Since 2009, the Ministry of Education in Taiwan has been promoting ”Teaching Professional Learning Community (TPLC)” to encourage teachers to improve their teaching skills. TPLC is formed by a group of teachers who have the same goals to enhance their teaching proficiency. Throughout activities as group learning, self-examination, exploring, cooperation and sharing, TPLC intend to stimulate students’ learning motivation and ultimately reach school’s well-rounded vision. This research mainly focuses on the interactions between teachers in the same communities and on the influences on group dynamics and creative teaching.
The subjects of this study are elementary school teachers who have participated teachers’ professional learning community in Taichung City. A survey questionnaire method was adopted in this study. A total of 560 questionnaires were sent out with a 90% response rate and 478 valid copies were collected and analyzed. The collected data were analyzed using descriptive statistics, one-way ANOVA, Pearson product-moment, and stepwise multiple regression analysis. The following is the summary of the conclusions:
1. There is a significant positive correlation among teacher’s professional learning community, group dynamics and creative teaching.
2. Professional development topic of community category has a positive impact on Communication and interaction of group dynamics. School mission community has a positive impact on curriculum design of creative teaching. The operating frequency in “six times per semester” and “seven times per semester” has significant influences in group dynamics and creative teaching. “Seven to ten people” of community scale has a positive impact on curriculum design and teaching resource using of creative teaching. Group discussion of community is the highest level in the meeting styles of community category.
3. Teachers’ professional learning community and group dynamics have significant impacts on improving creative teaching in elementary school teachers particularly in enhancing their “team support” and “systems thinking”. Thus, they are the most important processes in promoting creative teaching. They can improve teacher’s teaching efficiency and increase the interactions as well as group feedbacks among teachers and to cultivate teachers’ systems thinking and abilities.
Based on the conclusions, this study has proposed some suggestions to the educational administration institutions, elementary schools and teachers. It can also be a reference for future studies in this field.
|
|---|
