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題名:
面對十二年國民基本教育:精進教學有效學習的教師專業成長方案規劃之研究
書刊名:
師資培育與教師專業發展期刊
作者:
張素貞
/
李俊湖
作者(外文):
Chang, Su-chen
/
Lee, Jun-fun
出版日期:
2014
卷期:
7:1
頁次:
頁1-22
主題關鍵詞:
十二年國民基本教育
;
教師專業成長
;
精進教學
;
Twelve-year compulsory education
;
Teacher professional development
;
Enhancement teaching
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:0
點閱:17
在面對十二年國民基本教育政策變革的當下,教師增能為首要策略。而精進教學計畫正是教育部近年來推動課程與教學政策的整合型計畫,藉由規劃教師專業成長,來引領地方政府有系統的提升教師教學能力,進而增進學生學習成效。本研究旨在探討精進教學計畫中教師增能之策略與作法,以提供規劃有效教師專業成長方案及實施之參考,使用文件分析,並邀請直轄市、縣(市)政府承辦人員、學校校長及教師進行焦點團體訪談來蒐集資料。整體研究目的有四:一、了解中央輔導地方辦理教師增能之策略;二、分析地方政府規劃及實施增能活動;三、探討學校辦理教師增能作法與成效;四、綜合規劃策略的初步成效提出未來建議。研究獲致之結論,分別為:一、專業成長方案規劃能把握規劃、實踐到評鑑的整體思維;研訂政策目標,引導規劃重點,研發多元模式,支持教師專業成長。二、溝通共識、瞭解需求、運用策略及提供資源;運用組織有層次有系統,採取精緻、實務與多元作法。三、行政人員積極參與學習,發展課程領導管理能力;行政與教學合作,檢視學校脈絡,逐步改變教師文化;找出教師需求,納入教師意見,應用有效成長模式規劃研習。四、能依據評估需求,選用方式進行評估;利用專業成長方案追蹤輔導機制,持續改進成效。根據結論提出四點建議供參考。
以文找文
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.
以文找文
期刊論文
1.
Monk, D. H.(1994)。Subject matter preparation of secondary mathematics and science teachers and student achievement。Economics of Education Review,13(2),125-145。
2.
張素貞、李俊湖(20130200)。中央輔導地方推動精進教學計畫之策略與成效分析。教育研究,226,48-65。
延伸查詢
3.
Borko, H.、Elliot, R.、Uchiyama, K.(2002)。Professional development: A key to Kentucky's educational reform effort。Teaching and Teacher Education,18,969-987。
4.
Guskey, T.(2003)。What makes professional development effective?。Phi Delta Kappan,84(10),748-750。
5.
Kingsley, J.(2012)。Investing in teacher leaders。Leadership,41(3),24-26。
6.
Louis, K. S.、Febey, K.、Gordon, M.、Thomas, E.(2008)。State leadership for school improvement: An analysis of three states。Educational Administration Quarterly,44(4),462-592。
7.
Newmann, F. M.、King, M. B.、Youngs, P.(2000)。Professional development that addresses school capacity: Lessons from urban elementary schools。American Journal of Education,108(4),259-299。
8.
Sample McMeeking, L. B.、Orsi, R.、Cobb, R. B.(2012)。Effects of a teacher professional development program on the mathematics achievement of middle school studends。Journal for Research in Mathematics Education,43(2),160-182。
9.
Young, P.(2001)。District and state policy influences on professional development and school capacity。Educational Policy,15(2),278-301。
10.
Supovitz, J. A.、Turner, H. M.(2000)。The effects of professional development on science teaching practices and classroom culture。Journal of Research in Science Teaching,37(9),963-980。
11.
Kent, A. M.(2004)。Improving teacher quality through professional development。Education,124(3),427-436。
12.
Darling-Hammond, Linda(2000)。Teacher quality and student achievement: A review of state policy evidence。Education Policy Analysis Archives,8(1),1-44。
13.
Robinson, Viviane M. J.、Lloyd, Claire A.、Rowe, Kenneth J.(2008)。The impact of leadership on student outcomes: An analysis of the differential effects of leadership types。Educational Administration Quarterly,44(5),635-674。
研究報告
1.
教育部(2011)。精進教學計畫推動成效與輔導機制之探究結案報告。
延伸查詢
2.
教育部(2012)。101年度輔導直轄市、縣 (市)教學品質整體提升與成效評估計畫結案報告。
延伸查詢
圖書
1.
教育部(2011)。100年精進教學計畫工作手冊。臺北市:教育部。
延伸查詢
2.
教育部(2012)。「十二年國民基本教育精進國中小教學品質計畫」工作手冊。臺北市:教育部。
延伸查詢
3.
教育部國民及學前教育署(2013)。103年度教育部國民及學前教育署補助辦理十二年國民基本教育精進國民中小學教學品質計畫工作手冊。臺北市:教育部國民及學前教育署。
延伸查詢
4.
Abe, Y.、Thomas, V.、Sinicrope, C.、Gee, K. A.(2012)。Effects of the Pacific CHILD professional development program。Washington, DC:National Center for Education Evaluation:Regional Assistance, Institute of Education Sciences, U.S. Department of Education。
5.
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。
6.
Copland, M. A.、Knapp, M. S.(2006)。Connecting leadership with learning: A framework for reflection, planning and action。Association for Supervision and Curriculum Development。
7.
Fullan, M. G.(1993)。Change Forces: Probing the Depths of Educational Reform。London。
8.
Darling-Hammond, L.、Wei, R. C.、Andree, A.、Richardson, N.、Orphanos, S.(2009)。Professional learning in the learning profession: A status report on teacher development in the United States and abroad。Dallas, TX:National Staff Development Council。
9.
Arends, R.、Kilcher, A.(2010)。Teaching for student learning: Becoming an accomplished teacher。New York:Routledge。
單篇論文
1.
Carver, C. J.(2008)。The impact of systematic professional development on selected areas of student performance in selected Missouri school buildings(UMI No. 3308003)。
圖書論文
1.
Swaffield, S.、MacBeath, J.(2009)。Leadership for learning。Connecting leadership and learning: Principles for practice。London:Routledge。
2.
Massell, D.(2001)。Standards-based reform in the states: Progress and challenges。Policy for the 21st century: Challenges and opportunities in standards-based reform。Champaign, IL:University of Illinois Press。
3.
Timperley, H.、Robertson, J.(2012)。Establishing platforms for leadership and learning。Leadership and Learning。London, UK:Sage。
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