| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 100 === The purpose of the study is to investigate the relationship between the participation in “Programs for Teaching Enforcement” of junior high school teachers of integrative activity in Chiayi City and their professional development. This study adopted the method of qualitative research, including documentary analysis and interview. Six junior high school teachers of integrative activity in Chiayi City were chosen to join the research to understand the effect of teachers’ participation in “Programs of Teaching Enforcement” on teachers’ professional development.
The goals of the research are listed below. First, understand the opinions of junior high school teachers of integrative activity in Chiayi City towards the function and the meaning of the Compulsory Education Advisory Group. Secondly, analyze the results of curriculum planning and content, ways to carry out the programs, and the guest lecturers for “Programs of Teaching Enhancement”. Thirdly, investigate the opinions and suggestions from the teachers who participated in the program. Fourthly, investigate the effect of “Programs for Teaching Enforcement” on teachers’ knowledge of curriculum, teaching materials and resources, teaching ability and multiple assessment.
The conclusions of the research are as follow:
1.Teachers held a positive view towards the function and the meaning of the Compulsory Education Advisory Group.
2.The curriculum planning of “Programs for Teaching Enhancement” corresponded to the policy of Ministry of Education and the sustainability and the feasibility of the curriculum, while the content of the curriculum emphasized teaching knowledge and ability. The ways to carry out the programs were mainly through workshop and practical work. The speakers were mainly teachers from advisory groups and the school.
3.According to teachers’ points of view, teachers’ motivation for participating in the programs was high. The curriculum was practical, helped teachers learn from others and absorb new educational knowledge, and enhanced their teaching ability. Teachers’ suggestions towards the programs were similar to the analysis of the result.
4.“Programs for Teaching Enhancement” could help facilitate teachers’ professional development of curriculum knowledge, but its’ influence on the ability of planning curriculum was not very obvious. It could provide teachers with abundant teaching resources, however, teachers’ ability to select and evaluate teaching materials still needs improvement. It was helpful in the teachers’ professional development in teaching, whereas their skills of asking questions and reflecting on adventurous education should be enhanced. Teachers’ professional development of multiple assessments could be elevated by the programs, however, the practical use of portfolio assessment was not so popular.
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