Items with full text/Total items : 49064/83170 (59%)
Visitors : 6964034
Online Users : 41
Please use this identifier to cite or link to this item:
|Title: ||從教師發展到學校發展 : 利用教師專業發展評鑑促進學校改進的個案研究|
|Other Titles: ||From teacher development to school development : a case study study of applying teacher professional development evaluation for school improvement|
|Authors: ||張寒菱;Chang, Han-ling|
|Keywords: ||教師專業發展;學校發展;學校改進;教師領導;Teacher professional development;School development;School Improvement;Teacher leadership|
|Issue Date: ||2010-01-11 00:29:46 (UTC+8)|
Teacher professional development has great influence on students’ learning outcomes. School encourages teachers to participate in professional growth activities for improving teachers’ mental models and professional competencies.
The purpose of this research is HTUtoUTH investigate teachers’ professional development as well as school development of a junior high school during the process of implementing “teacher professional development evaluation” project. The study tried to capture the complex relationship among the growth of teacher professional knowledge, such as content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK), teacher leadership, principal leadership, and school improvement.
Data collection techniques, such as interview, field observation and archive collection are used in this case study. The analysis was generated based on the theories of school improvement, teacher professional development, school development, principal leadership, and teacher leadership.
The conclusions of the research were summarized as follows:
1.As to teacher professional development：
（1）Teachers acquire professional knowledge from the
participation in the teacher professional development
（2）Teacher professional development evaluation project
does not satisfy teachers growth on content knowledge
and pedagogical content knowledge.
（3）Some teachers’ self-awareness and reflection could be
2.Although the principal is the leadership center of
school, as teachers’ development progressed, the role of
principal transformed into a facilitator.
3.The capacity of teacher leadership still needs to be
enhanced, because some subject leaders lack the
professional competency of teacher leadership due to the
4.As to school development：
（1）In order to develop a learning community in school,
the culture of mutual trust and collegial dialogues
among teachers have to be put into the place.
（2）Teacher professional development helps to develop the
trust relationship between teachers and parents.
The suggestions are summarized as follows:
1. For the teacher professional development in this case
junior high school：
（1）Attention should be paid to the demand of different
subject areas and there is need to arrange common time
for teacher professional dialogues.
（2）Outside expert or researcher is needed to assist
teachers to solve problems.
（3）Teacher self-evaluation and peer-evaluation are
2. For the principal leadership in this case junior high
（1）Empowerment to assistant principal and development of
her leadership competency are encouraged.
（2）Concentration on the development of teacher leadership
in different subject areas.
（3）Pay attention to establish well relationship with
teachers to enhance the mutual communication.
3. For teachers leadership in this case junior high school：
（1）Teachers are encouraged to develop their leadership
（2）Selection of subject area leaders should consider the
qualifications and motivations.
4. For school development in this case junior high school：
（1）Continue developing learning community.
（2）Take the whole community and parents as school
5. For the future study：
（1）Study of those schools that have implemented “teacher
professional development evaluation” project for more
than two years is encouraged.
（2）Further discussion of teacher leadership competency of
senior learning area leaders is suggested.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
All items in 機構典藏 are protected by copyright, with all rights reserved.