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    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
    Contributors: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-fung
    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
    Date: 2009
    Issue Date: 2010-01-11 00:29:46 (UTC+8)
    Abstract: 教師專業發展影響學生學習的成效,學校安排教師進修,增進教師專業知能的發展與教學績效;學校因為透過教師發展,進行組織學習,可帶動學校整體的發展與革新。本研究目的在探討一所國民中學推動教師專業發展評鑑計畫歷程中教師專業發展的情形,包含教師的學科內容知識、教學知識與學科教學知識;以及校長領導、教師領導、學習社群以及學校組織發展等相關元素交互作用的樣貌。
    本研究以個案研究的方式,透過文件分析、觀察以及訪談蒐集相關的資料,以學校改進、教師專業發展、學校發展、校長領導以及教師領導等相關理論為基礎,針對S國中17位研究參與者進行分析。
    本研究的結果歸納如下:
    一、教師專業發展情形
    (一)透過教師專業發展評鑑,教師獲得教學知識(PK)的提升
    (二)教師專業發展評鑑未能滿足教師在學科內容知識(CK)及學科
    教學知識(PCK)成長的需求
    (三)部份教師自我覺知與反省的習慣尚待加強
    二、校長雖為學校之領導中心,但隨著教師發展的進程,其角色逐漸
    轉為促進者
    三、教師領導能量尚待發展,部分學科召集人由資淺的教師擔任,欠
    缺教師領導的專業能量
    四、學校組織發展情形
    (一)發展學習社群,必須植基於學校同仁相互信任與對話的氛圍
    (二)教師專業發展有助於親師間的信任關係之發展
    本研究提出以下建議:
    一、對S國中教師專業發展的建議
    (一)應重視各領域教師專業需求,思考如何安排教師共同討論的專
    業對話時間;
    (二)應協助教師解決參加校外研習的困難;
    (三)應落實教師自評與他評制度。
    二、對S國中校長領導的建議
    (一)計劃性的賦權教務主任,並培訓其領導知能;
    (二)重視組長及各領域召集人的領導知能培訓,給予適度的領導權
    力;
    (三)重視溝通管道的暢通,並與教師建立良好關係。
    三、對S國中教師領導的建議
    (一)教師領導者應強化領導知能;
    (二)應思考學科領域召集人的條件,提供領導的誘因。
    四、對S國中學校發展的建議
    (一)學習社群應持續發展;
    (二)將社區與家長納為學校資源,彌補資源不足的缺口。
    五、對未來研究的建議
    (一)可進一步探討執行二年或三年「教師專業發展評鑑計畫」的學
    校;
    (二)可針對資深的學科領域召集人之教師領導知能進一步探討。
    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
    evaluation project.
    (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
    strengthened.
    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
    insufficient experiences.
    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
    encouraged.
    2. For the principal leadership in this case junior high
    school:
    (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
    capability.
    (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
    resources.
    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

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