|其他題名: ||Searching for inquiry: a study of professional development of senior high school teachers in the process of curriculum development|
|作者: ||江玟均;Jun, Wen-jiang|
|關鍵詞: ||教師專業成長;學校本位課程發展;探究式教學;professional development;School-based curriculum development;Inquiry-based teaching|
|上傳時間: ||2010-01-11 00:28:04 (UTC+8)|
The purpose of this study is to investigate the teacher professional development in the school-based curriculum development process of Taipei High School (pseudo name). The professional development includes content knowledge (CK), pedagogical knowledge (PCK) and pedagogical content knowledge (PCK).
The study is a qualitative research applying techniques of interviews and document analysis to collect data from six teachers who were involved with curriculum development in Taipei High School. The interpretation was generated based on the theories of school-based curriculum development, inquiry-based teaching, and teacher professional development.
Teacher professional development was divided into three stages: initiation period, enactment period, and renewal period. The conclusions of the research were summarized as follows:
1.CK: At the beginning, teachers admitted the lack of systematic knowledge on “research method”, however, by self study, teachers expanded knowledge on the particular topic responsible by each person. After curriculum implementation, there is still need in the integration of topics related to research method course.
2.PK: At the initial stage, teacher admitted that they were short of knowledge on “inquiry-based teaching”, but they did try to employ different teaching methods on the different course. Especially, the physic teachers enlarge their knowledge on physic laboratory teaching by team teaching approach. However, the professional knowledge on “inquiry-based teaching” was still need to be developed.
3.PCK: At the initial stage, teachers reflected on the problems of previous teaching on “research method” and admitted the lack of knowledge on student assessment. After curriculum implementation, teachers accept expert’s guidance and revise the curriculum. After all, teachers’ professional content knowledge on how to assess student learning achievement of the inquiry-based curriculum still needs to be enhanced.
The suggestions are summarized as follows:
1.For teacher professional development
(1)It is suggested that teachers take initiative in expressing their voices during the process of curriculum development, as well as receiving guidance from curriculum development experts.
(2)It is suggested that teachers acquire professional knowledge on “inquiry based teaching” by attending professional workshops, peer supervision or team teaching.
(3)It is suggested that teachers enhance their knowledge on “research method” by organizing study group in the school.
(4)It is suggested that teachers solve teaching problems by conducting “action research”.
2.For Taipei High School
(1)It is suggested that school redesign the curriculum goal and assess teachers’ need on profession development.
(2)It is suggested that curriculum leaders help teachers form consensus for the curriculum development goal and develop their capability in curriculum leadership.
(3)It is suggested that school provide workshops and resources for teachers on curriculum development.
(4)It is suggested that school reconsider a comprehensive plan for curriculum development and implementation, including hours for teachers meeting, time for professional development and spaces for discussion or design.
3.For the future research
(1)There is need to investigate factors influenced teachers professional.
(2)There is need to investigate nation-wide science teachers’ knowledge on the emergent science and technology.
(3)There is need to investigate the relationship between teacher professional development and school-based curriculum development outcomes.
(4)There is need to investigate causal relationship between teacher professional development and students’ learning outcomes.