| Summary: | 碩士 === 國立東華大學 === 藝術創意產業學系 === 102 === Abstract
Taiwan’s twelve-year public education is underway, and its hope for less examinations and more diversified ways of entering schools is becoming a reality. However, a diversified school-entrance system needs to be built upon diversified ways of teaching and learning, but so-called diversified teaching and learning are as vague as integrated curricula. Curricular integration has been a big challenge to public school teachers. This challenge gives rise to this study. The nature and pressure of the challenge is to be revealed while this study unfolds.
This study employs a case-study method to better understand the fore-mentioned challenge and how the challenge can be dealt with through an internally organized a professional learning community of the school. The community’s archives and its members’ interview data serve as supplementary data for research analysis. It is hoped that answers found in this study can help public teachers who are currently struggling with such problems as school-based curricular development, integrated curricula, cooperative instruction, and so forth.
In the end, this study discovers that a well-organized professional learning community of the school can help teachers to cope with educational challenges as a group so as to solve problems all together. More specifically, this study focuses on art teachers of non-art major and how they can teach courses of the arts through interaction and cooperation among members of the professional learning community of the school.
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