面對十二年國民基本教育：精進教育有效學習的教師專業成長方案規劃之研究

張素貞; 李俊湖

doi:10.3966/207136492014060701001

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社会科学 > 教育学

DOI： 10.6764/JTEPD

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面对十二年国民基本教育：精进教育有效学习的教师专业成长方案规划之研究

Facing the Twelve-year Compulsory Education: Enhancement Teaching and Effective Learning of Teachers' Professional Development Program Planning Study

张素贞(Su-Chen Chang) ；李俊湖(Jun-Fun Lee)

师资培育与教师专业发展期刊； 7 卷 1 期 (2014 / 06 / 01) ， P1 - 22

繁体中文 DOI： 10.3966/207136492014060701001

十二年国民基本教育；教师专业成长；精进教学； Twelve-year compulsory education ； teacher professional development ； enhancement teaching

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摘要 │ 参考文献 (28) │ 被引用文献 (3) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

At the moment of facing the Twelve-year compulsory education policy changes, teacher empowerment is the principal strategy. The enhancement teaching programs are the integrated projects which the Ministry of Education promotes curriculum and teaching policies in recent years. Through planning teachers' professional development programs, it is to guide the local government systems enhancing teachers' teaching ability and improving student learning. This study aimed to explore the strategies and practices of professional development plan and provide references with an effective teacher professional development program planning and implementation. This study utilized document analysis and focus group interviews for collecting information. The local government administrators who are in charge in school education, school principles, and representative teachers were invited to attend the focus group discussion. There are four research goals: 1) to understand the strategies for teacher empowerment used by local government encouraged by the Ministry of Education; 2) to analyze the planning and implementation by the local government; 3) to explore the practices and effectiveness of teacher empowerment conducted by schools; 4) to synthesize the primary effectiveness of planning strategies and then make further recommendations. It is concluded: 1) the professional development project can obtain the holistic thinking of planning, practice, and evaluation. It also can set policy objectives, guide the keys of develop multiple modes, and support teacher professional development. 2) The project can communicate common ideas, know needs, utilize strategies and offer sources. It is systematic, hierarchical, and organized to adopt refined, practical, and multiple approaches. 3) The administrative staffs actively participated and learned. They developed the abilities of curriculum, leadership, and management. They cooperate the administration and teaching, examine the context of schools, change the culture of teachers gradually, discover the needs of teachers, receive teachers' comments, and apply effective development modes to plan conferences. 4) The project can utilize appropriate ways to evaluate through the basis of evaluation needs. Through the professional development project continuing to advisory mechanism, the project can continue to improve its effectiveness.

参考文献 ( 28 ) 〈TOP〉

Abe, Y.,Thomas, V.,Sinicrope, C.,Gee, K. A.(2012).Effects of the Pacific CHILD professional development program
Arends, R.,Kilcher, A.(2010).Teaching for student learning: Becoming an accomplished teacher.New York, NY:Routledge.
Blank, R. K.,de las Alas, N.(2009).Effects of teacher professional development on gains in student achievement: How meta analysis provides scientific evidence useful to education leaders.Washington, DC:Council of Chief State School Officers.
Borko, H.,Elliot, R.,Uchiyama, K.(2002).Professional development: A key to Kentucky's educational reform effort.Teaching and Teacher Education,18,969-987.
Carver C. J.(2008).University of Missouri-St. Louis.

被引用文献 ( 3 ) 〈TOP〉

黄淑娟、吴清山(2016)。校长课程领导推动十二年国民基本教育课程纲要因应策略之探究。学校行政，106，121-140。
阮孝齐、王丽云(2017)。县市教育资源对学习共同体扩散影响之研究。教育研究集刊，63(1)，69-107。
(2024)。特殊教育服务群科以设计为本探讨融合教育实务问题及实践。身心障碍研究季刊，22(1)，66-85。

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