A Study of Science Teachers Professional Development Models in Major Indigenous Elementary Schools

• Main Authors: Jen-Min Chang, 張仁民
• Other Authors: Huei Lee
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/71593595006420125725

博士 === 國立東華大學 === 課程設計與潛能開發學系 === 101 === The purpose of this study is to explore the current situation and problems facing indigenous elementary school science teachers' professional development. Doing so will hopefully provide possible solutions to said problems and help teachers to establish long-term operating models of professional development. In order to facilitate this research, both quantitative and qualitative methods were deployed. For quantitative research, I interviewed eleven science teachers from major indigenous elementary schools. This is aimed at understanding the teachers’ teaching situation and difficulties. Information gathered from this interview then served as the basis of one questionnaire (“Survey of professional development of science teachers in major indigenous elementary schools”) and a case study concerning the professional development of science teachers who work at major indigenous elementary schools. 44 volunteers took the survey, and their responses contributed to a revised version, which was then used on 110 science teachers from major indigenous elementary schools in the northern, central and southern parts of Taiwan. Afterwards, we analyzed the data to gain an understanding of their current teaching situation and problems in regards to their professional development. As for the qualitative part of the study, with the consent of one of the subjects to participate in the professional development modules, I was able to obtain knowledge in terms of professional development and to explore available strategies in depth. Result of this study suggests that A) Student-oriented teacher professional development. Major indigenous elementary schools science teachers’ professional development must be designed according to student’s learning goal. It is essential for us to understand and meet the teachers’ and school principals’ demands, as well as to provoke the teachers’ motivation to better their professional development and consequently increase their confidence and awareness of science education. B) improvement in students’ academic learning is plausible through the collaboration between science teachers and tribal elders, C) learning-oriented communities formed online between university staff and teachers in major indigenous elementary schools are beneficial to professional development, D) by designing professional development activities that cater to the specific characteristics of each academic stage, we can increase science teachers’ interest in and motivation of participation, E) pedagogical content knowledge is by far the most urgent issue in the professional development activities of science teachers in major indigenous elementary schools, F) the model of science teachers’ professional development in major indigenous elementary schools must be built based on the demands of science teachers and targeted at cultivating perseverant attitudes for professional development, and at enhancing students' effectiveness in science learning and culture identity. In sum, based on the results of the data analysis, this study provides some suggestions for future research and aspiration in professional development of science teachers in indigenous elementary schools, as well as in indigenous science education, and science education policy.