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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31392

    Title: 淡江大學新進教師教學專業發展之實施歷程研究
    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
    Contributors: 淡江大學教育科技學系碩士班
    施如齡;Shih, Ju-ling
    Keywords: 新進教師;教師教學專業發展;Newly-employed faculty;Teacher’s teaching professional development
    Date: 2007
    Issue Date: 2010-01-11 00:38:17 (UTC+8)
    Abstract: 近年來,國內外高等教育開始重視教育品質的提升,國內各大學亦透過獎勵大學教學卓越計畫紛紛成立教學中心,提升大學教師教學能力、改善教學成效,協助大學教師進行教學專業發展。因此,本研究採用個案研究法,於民國95年8月至96年5月間,研究者以研究助理的身分,從淡江大學教師教學發展組的組織觀點,描述新進教師教學專業發展活動方案的形成背景與實施歷程,並從教發組組織成員與新進教師的意見,呈現淡江大學協助新進教師進行教學專業發展的過程與整體脈絡。
    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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