國中教師生涯發展與教學效能之經驗敘說--以一位台南市師鐸獎教師為例 = Narrative Research of Career Development and Teaching Effectiveness from Junior-High-School Teacher : An Example of Excellent-teacher Award’s Teacher in Tainan City

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題名:
國中教師生涯發展與教學效能之經驗敘說--以一位台南市師鐸獎教師為例 = Narrative Research of Career Development and Teaching Effectiveness from Junior-High-School Teacher : An Example of Excellent-teacher Award’s Teacher in Tainan City
著者: 汪瑞瑀
國立臺南大學
主題: 教師生涯發展教學效能師鐸獎敘說研究; Teacher'scareerdevelopment Teachingeffectiveness Excellent-teacheraward Narrativeresearch
描述: 本研究旨在探討國中教師生涯發展與教學效能分析，以一位獲得台南市師鐸獎教師為例，透過質性研究中的訪談與敘說研究，將研究對象的經驗敘說進行分析、整理，了解研究對象的生命故事，並獲得以下結論： 1.個案教師的教學生涯時期，依據各期特色及對照經驗區分，每時期均有其階段任務。「探索期」為師資培育階段到第一所學校階段(年資前四年)；「轉化期」為第二和第三所學校階段(年資第五年到十一年)；「成熟期」為第四所學校階段(年資第十二年到二十四年)；「精進期」為獲得台南市師鐸獎前六年至今(年資第十八年到二十八年)，其中成熟期與精進期有所重疊，重疊階段可說是獲獎的醞釀期。 2.個案教師的教學生涯時期，各期均有適應的課題、遇到的困難及解決方式，挑戰與成長是一體兩面 3.個案教師的生涯發展受到「人格特質」、「家中成員」、「學習經驗」、「工作環境」、「學校氣氛」、「工作職位經歷」的相互影響 4.個案教師的教學效能，在「自我效能信念」、「教學策略」、「班級經營與師生關係」層面的分析下，均能自我檢核並分享實際經驗 5.個案教師的教學策略，隨著教學生涯發展階段，更加地多元、生活化 6.個案教師的班級經營與師生關係，建立原則與用心經營是重要關鍵；生涯發展分期中，教育理念的變化依序為「嚴師出高徒」、「展現寬容」、「明師出良徒」、「嚴師，慈母，益友」，顯示出生涯發展的累積性.
The study explored a junior-high-school teacher’s career development and analysis of teaching effectiveness. The research chose an example of excellent-teacher award’s teacher in Tainan City as the study target. And tried to understand the teacher’s life story by the way of interview and narration with qualitative research. After the research, the conclusions were as the following: 1. The career development for the case teacher had comprised four stages, based on the features and experiences : The “Exploring Stage” had lasted for 4 years of teaching；“Transforming Stage” had lasted for 5-11 years of teaching；“Mature Stage” had lasted for 12-24 years of teaching；“Sophisticated Stage” had lasted for 18-28 years of teaching. The overlapping of “Mature Stage” and “Sophisticated Stage” were 6 years, which was the period of preparation for prize. 2. The career development for the case teacher had different adaptive topics , difficulties and solutions. Challenges and growths had happened at the same time. 3. The career development for the case teacher had been affected by the personality, members of family, learning experiences, working environment and experiences, school atmosphere. 4. The teaching effectiveness for the case teacher had been anaylized by “Teacher Self –efficacy beliefs”, “Teaching Strategies”, “Class Managements”. The case teacher had checked by herself and shared her experiences. 5. Teaching strategies for the case teacher had become more multiple and relevance to life, as the career development went on. 6. The key points of class managements for the case teacher were building principles and attending. The teaching experiences in career development had shown the changes of the case teacher’s educational notions from“strict”,”forgiving”,”tender”,”be influential in their lives” in order..
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩士在職專班.105學年度
建立日期: 民106[2017
格式: 157葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

國中教師生涯發展與教學效能之經驗敘說--以一位台南市師鐸獎教師為例 = Narrative Research of Career Development and Teaching Effectiveness from Junior-High-School Teacher : An Example of Excellent-teacher Award’s Teacher in Tainan City

汪瑞瑀國立臺南大學民106[2017

正在檢索遠程資料庫，請稍等

國中教師生涯發展與教學效能之經驗敘說--以一位台南市師鐸獎教師為例 = Narrative Research of Career Development and Teaching Effectiveness from Junior-High-School Teacher : An Example of Excellent-teacher Award’s Teacher in Tainan City

汪瑞瑀 國立臺南大學 民106[2017

正在檢索遠程資料庫，請稍等

汪瑞瑀國立臺南大學民106[2017