A Case Study on Developing of Elementary School Teachers’Mathematics Professional Learning Communities and Teachers’ Professional Growth

• Main Authors: Yu-Chen Chao, 趙玉真
• Other Authors: Mei-Ju Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/46012715961120344235

碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 103 === The purpose of this study is to realize the developing and achievement of Joy elementary school teachers’Mathematics professional learning communities,and also to probe the effect of teachers’ professional growth. The research is a case study, and data is collected by interviewing the principal, external expert and eleven teachers involved in the Mathematics communities. Through the participation in the Mathematics professional learning communities, the researcher collects documents to form the research findings and results. With reference to the research objectives and research questions, and gain the conclusions as following: 1.The developing of professional learning communities is divided into three stages ：initiating,implementing and sustaining. 2. The developing of professional learning communities is closely related to school administrators, leader of communities and external expert. 3. Mathematics professional learning communities could promote teachers’ professional growth. 4. Mathematics professional learning communities could make the change of teachers’ teaching method and students’ learning mode. 5. The main achievement of Mathematics professional learning communities is the UBD curriculum design by teachers’ cooperation. 6. The plight of professional learning communities is from teachers’ ability, operating time,and pressure of work. Based on the research results, provide suggestions to the case study school and teachers,other schools which promote teachers’professional learning communities as well as for future research.