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|Other Titles: ||The case study of professional development of military training instructors in college-bound and on-job orientations senior high (vocational) schools|
|Authors: ||張瑞敏;Chang, Jui-Min|
|Keywords: ||軍訓教官;專業發展;military training instructors;professional development|
|Issue Date: ||2015-05-04 09:19:14 (UTC+8)|
This study explored professional development of military training instructors in a college-bound and a vocational senior high school. A qualitative case study was conducted to investigate the current situation of professional development of military training instructors, and to examine their needs of professional development. Interviews as the main method, with document analysis were employed to collect the data. Participants were recruited, including two directors of military instructors, two chief counselors and two military instructors among the two individual schools. According to the investigations, conclusions are as follows:
1. In response to the time change, the role of military instructors is more diversified. They not only play the supporters of Defense Education, but also serve as a life counselor of students. Moreover, The military instructors also carry out the roles of protectors toward the campus discipline and the safety of students.
2. Professional needs of the military instructors vary in the two different types of schools. The military instructors in the college-bound senior high school demonstrate their needs in the knowledge of Defense Education, curriculum development and instructional design, while, counseling and the safety of campus are the professional needs for the military instructors in the vocational senior high school.
3. The professional development activities contribute to the integration of professional knowledge and practical experience, the inspiration of education passion, and the enlightenment of professional reflection in the military instructors.
4. Nowadays the professional development activities for the military instructors has the problems, such as the participant’s lack of learning motivation, the activities arranged by the educational authority tend to adopt a passive and traditional approach, the curriculum cannot meet the individual school’s demands, and the challenge to existence of military instructors influencing the participants’ motives for professional growth.
According to the findings and conclusion of the study, suggestions are proposed to educational authority, senior high schools, military training instructors, and future researchers.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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