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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87083

    Title: 淡江大學教師學習社群之個案研究
    Other Titles: A case study of faculty learning communities in Tamkang University
    Authors: 賴映秀;LAI, Ying-hsiu
    Contributors: 淡江大學教育政策與領導研究所碩士班
    陳錫珍;Chen, June S.
    Keywords: 教師學習社群;教師專業發展;高等教育;Faculty Learning Community;Faculty Professional Development;Higher education
    Date: 2012
    Issue Date: 2013-04-13 10:38:39 (UTC+8)
    Abstract: 本研究旨在探討個案學校教師社群之組成背景及運作情形、教師參與動機、教師學習社群對於教師專業發展的影響,進而分析個案學校教師學習社群運作之困境,最後根據研究結果提出相關建議。
    A. This study aims are
    (1)To explore the background of forming Faculty Learning Community(FLC ), the operation of the FLCs in case school;
    (2) To investigate the motivations of the members involved;
    (3) To investigate the influences of FLCs on community members’ professional development;
    (4) To analyze the operation plights of FLCs in case school;
    (5) To offer some related suggestions according to study results.
    B. This study is adopted from the qualitative research methods which are based on the information obtained from the main deep interviews and documentary analysis. In the sampling study of FLCs in academic year of 99 in case school, two leaders, eight community members and one staff who undertake community business are selected.
    C. The main findings of this study are as the following:
    I. The background of forming FLCs and the operation of the FLCs in case school
    1.The ways of the FLCs’ members composing in Tamkang University are both established by the Department and formed by community members themselves.
    2. FLCs members in Tamkang University are composed of a single Department or two Departments whose leaders are all professors or associate professors. Assistant professors are the main members.
    3.The FLCs of Tamkang university engage mostly in academic exchange with the outside world, but not many “Scholarship of Teaching and Learning(SoTL) ” are brought out.
    4.The operational environment of FLCs in Tamkang University has long-term management factors.
    II. The participating motivations of FLCs members in Tamkang University include:
    1. The ideas:
    (1)To acquire a horizontal contacts with colleagues;
    (2)To share about teaching;
    (3)To cooperate the learning with peers;
    (4) To base on the needs of individual research.
    2. The weak motivations Vs the strong ones :
    The motivations of the community members who are arranged to attend FLCs by the Department are weaker than the ones who themselves are strongly willing to attend FLCs.
    3. The motivation will be showed stronger when the individual needs match the FLC’s theme.
    III. The influences on faculties’ professional competence and knowledge from FLC in Tamkang University
    1. The influences on faculties’ teaching ability and knowledge include:
    (1) By teaching sharing to improve their teaching abilities;
    (2) The enhancement of their teaching strategies;
    (3) The supports of faculties to enrich the teaching content;
    (4) To understand the needs of students better.
    2. The influences on faculties’ researching ability and knowledge on include:
    (1) By seeking the parners to face the eight terms courageously;
    (2) Communicating cross-disciplines to stimulate the spark of academy;
    (3) Keeping contact with people to make themselves informed of what''s happening around in the academic world.
    3. The correspondence with the community members’ motivations.
    IV. The operational plights of FLCs in case school
    1. The plights of the management system show the limited resources , the dilemma of selecting teaching themes and research topics.
    2.The plights of the internal operation show the division from the senior teachers’ participation and enthusiasm, the lack of self-examination and the professional guide and the difficulties of outcomes embodied.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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