臺北市高職教師專業發展現況與需求之研究

機構典藏 > College of Education > Master's Program, Graduate Institute of Curriculum and Instruction > Thesis > Item 987654321/101895

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Title:	臺北市高職教師專業發展現況與需求之研究
Other Titles:	The study of status and needs for teachers' professional development in Taipei vocational high school
Authors:	曾慧敏;Tseng, Hui-Min
Contributors:	淡江大學課程與教學研究所碩士在職專班朱惠芳;Ju, Huey-Fang
Keywords:	高職教師;教師專業發展;專業發展現況;專業發展需求;vocational school teacher;teachers' professional development;professional development status
Date:	2014
Issue Date:	2015-05-04 09:20:45 (UTC+8)
Abstract:	本研究旨在探討臺北市高職教師專業發展現況與需求情形，並比較不同背景之高職教師在專業發展現況與需求上的差異。研究工具為高職教師專業發展現況與需求調查問卷。研究對象是以臺北市高職教師作為母體群，採取便利抽樣的方式抽取500教師，進行資料搜集，回收有效問卷289份。以次數分配、T檢定、單因子變異數分析等統計方法進行資料分析。本研究之發現概括如下：一、臺北市高職教師專業發展現況及差異。（一）自我學習是目前臺北市高職教學進修專業發展的主要方式。（二）教師專業發展時間多為夜間及寒暑假。（三）學校行政是教師參加專業發展活動偏重的內容。（四）學位進修是教師最倚重的專業發展方式。（五）高職教師專業發展現況會因性別、年齡、教育程度、任教年資、擔任職務、任教類別、學校性質與學制等背景因素不同而有所差異。二、臺北市高職教師專業發展現況需求及差異（一）教師專業成長的方式應是多元選擇，而以自我學習之需求較為殷切。（二）專業發展活動的時間以夜間或寒暑假為佳，不建議安排在上班時間。（三）專業發展內容依序為學校行政、班級經營。（四）專業發展類型較為單一，以學（分）位進修為主。（五）高職教師專業發展現況需求會因不同性別、年齡、教育程度、擔任職務、任教類別、學校性質及學制等背景因素的不同而有所差異。三、臺北市高職教師專業發展需求與差異（一）高職教師專業發展在產學及社區合作層面的需求程度最高。（二）教師專業發展需求會因教育程度、任教類別、學校性質等背景因素的不同而有所差異。依據上述的研究發現，本研究提出相關建議，以供教育行政機構、高職學校及教師之參考，希望有助於教師專業發展及教師研習進修活動之推展。 The purposes of this study were to explore the status and needs of vocational school teachers’ professional develpoment in Taipei, and to compare their differences in terms of demographic variables. A questionnaire survey was administered in this study. The objects of survey were vocational school teachers in Taipei through the convenience sampling, and sent out 500 questionnaires to the teachers, and 289 samples were effective. Data were analyzed by using frequency distribution, t-test, and one-way ANONA. The findings of research were summarized as follows: 1.The status and differences of teachers’ professional development. (1)The main way of teachers’ professional development was self-learning. (2)The main time of teachers’ professional development was at night and during the summer or winter vacation. (3) The main content of teachers’ professional development was school administration. (4) The main type of teachers’ professional development was graduate studies. (5) The status of teachers’ professional development were different by background factors like gender, age, years of service, academic background, position, school level, teaching class, school nature and school system. 2. The needs and differences of teachers’ professional development. (1)The needs of teachers’ professional development way should be diversified choices, and especially for the self learnning. (2) It was better to hold the courses of teachers’ professional growth at night and during the winter or summer vacations, yet not during working time. (3) The contents of the needs of teachers’ professional growth contents were school administration and class management. (4) The type of the needs of teachers’ professional growth type was graduate studies. (5) The needs of teachers’ professional development were different by background factors like gender, age, years of service, academic background, position, school level, teaching class, school nature and school system. 3. The demand and differences of teachers’ professional development. (1) The demand of vocational teachers'' professional development was moderate, and the highest level was demanded in academia and community cooperation. (2) The demands of teachers’ professional development were differential by background factors like academic background, teaching class and school nature. Based on these findings, recommendations are given to the bureau of education, vocational schools, teachers and future researches. Hopefully it is beneficial to strengthen teachers’ professional development and in-service education.
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