Research on professional growth of teachers participating in learning organization -- based on an elementary school located in Taipei City

• Main Authors: Su,Mei-Hsien, 蘇美賢
• Other Authors: 張德永
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/25968245044776628394

碩士 === 國立臺灣師範大學 === 社會教育與文化行政碩士學位在職專班 === 100 === In recent years, the concept of learning organization has been extended from corporate management to educational organization, and the application of the concept - improving professional expertise for teachers through learning organization, has become an important trend that policy makers need to consider for education reform. This study recruited participating teachers of the Taiwan Schools Cyberfair (an elementary school in the Taipei City) as the subjects. The aims are to discuss the influencing factors of group dynamics in the development process of team learning; analyze professional growth and gains that participating teachers can expect from this process; and detail the challenges and prospects of that team. The purposes of this student are fourfold: 1) to review the development process of teacher learning organization; 2) to analyze factors influencing group dynamics in teacher learning organization; 3) to uncover the influences that learning organization has on professional growth for teachers; and 4) to discuss challenges and prospects teachers can expect when they participate in groups adopting learning organization. Through literature review, document analysis and in-depth interview, this study concluded: 1) the growth of Taiwan Schools Cyberfair is achieved through spontaneous efforts by team members adopting the approaches of sincere conversations and responsibility sharing to accomplish group tasks; 2) Taiwan Schools Cyberfair consists of members with heterogeneous competency and expertise and homogeneous personality traits; 3) the faith and consensus of members in the Taiwan Schools Cyberfair team are shaped by effective interactions distinguished by their flexibility, openness and sincere tolerance; 4) the group dynamics is sourced from the needs of improving learning effectiveness for students and professional growth for teachers; 5) encouraging knowledge sharing and innovation among team members is the key to resolving onsite and practical teaching issues; 6) the passion of teachers and level of their concern for education can be enhanced through resolving isolation and barriers among teachers; 7) unlimited potential and abundance of each team member can be stimulated through team interactions; 8) spiritual transformation and growth can be realized through encouraging teachers to conduct self-reflection; 9) Taiwan Schools Cyberfair consists of both “free-balance teams” and “operational teams”; and 10) group challenges in terms of heritage and resource allocations need to be addressed and resolved for the teams to continuously grow. In terms of professional growth of teachers, the teacher teams reviewed in this study have not only adopted team learning, but created a common vision to become an evolving learning group. As for how “group types” influence learning organization for teachers and their professional growth, it is a topic worth future study.