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|Other Titles: ||The research on the implementation process of teacher's professional development for newly-employed faculty in Tamkang university.|
|Authors: ||張妙綺;Chang, Miaw-chi|
|Keywords: ||新進教師;教師教學專業發展;Newly-employed faculty;Teacher’s teaching professional development|
|Issue Date: ||2010-01-11 00:38:17 (UTC+8)|
In recent years, maintaining high quality of higher education has become more important. Through the Teaching and Learning for Excellence Project of Ministry of Education, universities in Taiwan start to establish teaching centers for teachers’ professional development. Therefore, this research is a case study on Tamkang University from August 2006 to May 2007 using participant observation that the researcher is also the assistant of Teacher professional development section. The paper describes the background and implementation process of the teaching professional development of newly-employed faculty.
The paper first describes the cultural background and organizational environment of Teacher Professional Development Section (TPD); then shows its situation, strategies, and action plans. After describes the implementation process of these action plans, the paper presents the results through the comments of staff and faculty.
The conclusion include: first, the participation rate is higher in the first semester than the second semester; second, the participation rate of teachers from different colleges varies; third, teachers are too occupied by academic affairs to participate programs; fourth, assistant professors and junior teachers are more motivated to join programs; fifth, teachers are commonly more interested in learning how to make a balance between teaching and research; sixth, teachers tend to favor for static resources than active programs.
Through investigation, three problems are found to be faced by the TPD. It is hard for TPD to define the final goal of school that makes the planning harder; then, the supply and promotion is hard to match teachers’ needs since the teachers generally believe they have no necessity; finally, can teachers’ teaching be excellent through the implementation of Teaching for Excellence Project? After discussion, the researcher provides some suggestions to TPD, newly-employed faculty, and future research.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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