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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/74377

    Title: 中等學校教師第二專長培育之研究 : 以淡江大學為例
    Other Titles: A research on the second specialty training program for middle school teachers : a case study of Tamkang University
    Authors: 潘季涵;Pan, Chi-Han
    Contributors: 淡江大學公共行政學系公共政策碩士在職專班
    Keywords: 中等學校教師第二專長;師資培育;教育政策法規;終身學習;Second Specialty of Middle School Teachers;Teachers' Education;Education Policies and Rules;lifelong learning
    Date: 2011
    Issue Date: 2011-12-28 18:27:43 (UTC+8)
    Abstract: 本研究旨在以淡江大學為例,探討中等學校教師第二專長培育的沿革、現況、成效、困境以及政府於此議題中所扮演的角色。研究方法採文獻探討法及訪談法。研究有多項重要發現,其中包括:教育部在教師第二專長培育的執行面向上,為規劃與管理者,而非協助者;政府發布辦法與規定時,因未徵詢辦理教師第二專長班大學的看法,亦未考慮其為公立或私立大學、是否給予補助、是否切實可行,造成辦理大學其業務上的困擾;再者,政府的教師第二專長培育政策不穩定,偏重應急方式,缺少前瞻性的長遠考量。


    This is a study on the Second Specialty Training Program for Middle School Teachers, with respect to its history, current status, effectiveness, challenges, and the government''s role in this scheme, taking Tamkang University as a case study. The research methodology involved studies on past references and interviews. Several important findings were concluded from the research, for example: the Ministry of Education played the role of a planner and administrator, not an assistant, with respect to the execution of the Second Specialty Training Program for Middle School Teachers; the government did not seek opinions from participating universities, nor did it consider whether universities are public or private, whether subsidies are available, or even if the program is feasible before promulgating its rules and policies. This therefore presented many challenges to the participating universities; furthermore, the government''s policy on Second Specialty Training for Middle School Teachers was not comprehensive, created out of urgency, and lacked long-term vision.

    Based on the effectiveness and current status of the Second Specialty Training Program, this research undertook several bottom-up views and perspectives to discover that the existence of a Second Specialty Training Program for Middle School Teachers does have its meanings and uses. For example, it offers an education environment that satisfies students'' needs for professional knowledge, skills, employment opportunities, job transfers, career development, and personal interests; meanwhile the development of a second specialty in teachers also helps improve students’ professional knowledge and skills, job performance, and creates opportunities for post-graduate master''s studies.

    According to the discoveries and conclusions drawn from the research, it is recommended that: the government should encourage universities to introduce more varieties of second specialty training courses, relax supervision and allow the free market to run its course; the government should also base its policies on the theory of multidimensional teachers’ education, incorporate the idea of lifelong learning across multiple fields, and adjust the ways second specialty training courses for teachers are organized; expert opinions should be sought and taken into consideration for policy-making, therefore making education policies rational, feasible, stable and ultimately improving teaching quality and meeting people’s expectations.
    Appears in Collections:[Graduate Institute & Department of Public Administration] Thesis

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