從專業理論探討國小教師專業發展中在職進修之研究

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題名:
從專業理論探討國小教師專業發展中在職進修之研究
著者: 郭茂松; Kuo, Mao- Sung
姜添輝; Paul Tien-Hui Chiang; 國民教育研究所
主題: 教師在職進修; 教師專業成長; 教師專業發展; Inservice education for teachers; Professional growth of teachers; Professional development of teachers
描述: 摘要（Abstract）本研究的主要目的在於探討教師在職進修（inservice education）是教師專業成長的有效途徑之一。藉著教師在職進修之經驗與期望的不同呈現，洞察教師對在職進修真正需求與現行在職進修的落差所在，並提出以下建議：一、師資培育方面教師不斷的在職進修與相關的激勵措施，對於教師任教動機的維持，甚至於專業成長，扮演著重要的角色。二、在職進修課程設計，應滿足教師雙元需求愈來愈多的教師已體認到，為避免自己成為「教書匠」，理論導向的在職進修亦不可或缺，所以教師在職進修課程的設計應兼顧實務技能與理論導向雙元需求。三、妥善利用週三共同進修時間學校教師應成立學習型組織，妥善的溝通與計劃，將週三進修這個難得的共同成長時間，做最有效的運用。四、因應不同階段的教師，設計不同的進修課程。教育行政主管機關在統籌規劃各類進修時，應先了解各階段教師的不同需求，並針對這些需求，思考不同階段教師應提昇哪些專業能力與知識，然後設計進修課程。五、內在動力的激發在教學體系中，訂定如大專院校教師升遷晉級的制度，滿足教師不同生涯階段的專業需求與教師在教學上的專業發展和研究。六、進修阻礙因素的排除透過網際網路的遠距教學（Distance Learning System），使山區海邊等偏遠地區教師能透過教師與教材、授課教授、同僚之間的互動，營造出有效在職進修方式。七、教學方式的多元化。為兼顧教師專業理論與實務技巧的雙元需求，應採多樣化的進修教學方式。八、外在誘因的提供相關大專院校與進修機構應在寒、暑假積極提供在職教師進修學分、學位的機會，使教師在學歷提昇的同時，也能達到更專業化的水準。九、對未來研究的建議（一）研究對象本研究之取樣僅以台南縣、市現職公立國民小學教師為研究對象，故研究結果不宜推論到私立與全國國民小學教師。（二）研究方法本研究以問卷調查法為主，由統計數字的呈現雖然能作大部分的串聯與解釋，但由於人性複雜的特性，若能適當取樣作訪談，相信對於資料完整的呈現有很大的幫助。（三）研究變項由於學校運作問題，本研究取樣僅能依照擔任職務取樣等原則，因此進行統計分析實，會出現分組人數不足的情況（如服務年資5年以內，擔任主任職務等），若時間更充裕，與所有受測學校溝通更完整的話，這種情形應該會減少。關鍵字：教師在職進修、教師專業成長、教師專業發展
Study on Inservice Education in the Professional Development of Elementary Teachers from Professional Theories Abstract The study aims at exploring inservice education for teachers as an effective way in the professional growth of teachers. We have perceived the difference between the real need of teachers for inservice education and existing inservice education through various projections of teachers’ experiences and expectations and make suggestions as follows: I. Faculty pre-service training Continuous inservice education and related incentive measures play an important role in ongoing motivation to teach, and even professional growth of teachers. II. Design of inservice education programs should meet the dual needs of teachers More and more teachers have realized that theory-oriented inservice education is essential, so as not to become a “fossilized teaching tool”. Therefore, design of inservice education programs should take into account the dual needs of both practical skills and theory orientation. III. Making good use of Wednesdays for common education Teachers should found a learning organization and have proper communications and plans to make the most effective use of common education on Wednesdays to grow together. IV. Designing different education programs for teachers at different stages When comprehensively scheming various forms of education, the administrative authorities of education should first understand the different needs of teacher at different stages and consider what professional skills and knowledge should be improved for these teachers prior to the design of education programs. V. Inspiring internal drives It is necessary to set up systems such as that for the promotion of college in the existing learning framework in order for teachers to meet their professional needs at different stages in career and their professional development and research in learning. VI. Eliminating obstacles in education The Distance Learning System through the Internet allows teachers in remote areas such as mountains and coastal areas to create an effective way of inservice education through teachers and materials and interactions with instructors and peers. VII. Diversifying teaching methods A diversified way of inservice education should be adopted to meet the dual needs of teachers for both professional theories and practical skills. VIII. Providing external incentives Related colleges and education institutes should provide opportunities for inservice teachers to earn credits and obtain degrees through education. Thus, teachers can achieve a more specialized level while upgrading their educational backgrounds. IX. Suggestions to future studies (I) Subjects of study The sampling in the study merely targeted inservice teachers of public elementary schools in Tainan Municipal and County; therefore, the results should not be applied to teachers of public and private elementary schools nationwide. (II) Methodology The study mainly used questionnaire survey. Although most connections and explanations can be achieved with statistical data, it is believed that interviewing through proper sampling can greatly help the complete presentation of information due to the complexity of human nature. (III) Variables in the study The sampling in the study could only follow the principle of sampling by position due to operations at schools. Therefore, there was a problem of insufficient subjects for grouping (e.g. subjects in service for less than 5 years and taking office of director) during statistical analysis. Problems like this are less likely to occur if there is more time to have more thorough communications with schools under study. Key words: Inservice education for teachers, Professional growth of teachers, Professional development of teachers
碩士
建立日期: 2001
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4827
資源來源: NUTN IR

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從專業理論探討國小教師專業發展中在職進修之研究

郭茂松; Kuo, Mao- Sung 姜添輝; Paul Tien-Hui Chiang; 國民教育研究所 2001

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