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題名:校長領導反思與專業發展之研究
作者:陳郁汝
作者(外文):Yu-ju Chen
校院名稱:國立屏東教育大學
系所名稱:教育行政研究所
指導教授:張慶勳
學位類別:博士
出版日期:2012
主題關鍵詞:領導反思專業發展校長Reflective leadershipProfessional development.Principal
原始連結:連回原系統網址new window
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  • 點閱點閱:100
本研究的目的:首先,探析校長領導反思的意涵、特性、步驟暨模式;其次,探究校長專業發展的經驗歷程;最後,分析校長領導反思促進專業發展的策略。
本研究以個案研究為取向,以立意取樣選取三位校長為對象的個案研究。研究者採用半結構式訪談大綱,進行觀察與訪談、文件資料蒐集與分析,運用多元的資料、受訪者的回饋、進行三角檢證確保研究的真實性與可靠性。
本研究提出以下結論:
一、校長採用多元的領導反思,促進內隱知識外顯化。
二、校長運用行動前、行動中及行動後反思,建構自我領導反思的模式。
三、校長使用自我導向反思學習,豐富自我的專業發展經驗。
四、校長透過領導反思,從解決問題中持續專業發展。
五、校長運用領導反思,以多元的策略促進專業發展。
(一)培養積極關懷專業觀念, 建立觀念深化策略
(二)運用雲端科技專業對話, 型塑知識管理策略
(三)透過師徒經驗分享傳承, 精進解決問題策略
(四)使用理論進行分享回饋, 實踐知行合一策略
(五)跨越疆界締結策略聯盟, 促進知識再生策略
First, The purpose of the study was to explore the meaning and theory related to reflective leadership. To investigate the ways, types, steps, models. Further, Explored the exercises of principal’s professional development. The end, Applicated the concept reflection of leadership and the strategies of professional development.
With three different principals as case subjects the research adopted semi-structure interviews, long-term observation and data collection and analysis. By means of the analysis of the multiple documents, the feedback of case subjects, the researcher proceeds the selected triangulation to secare the reality and dependability of study.
The following conclusions are reached:
1. The principals always used muti-category of reflection to promote Tacit-Knowledge into Explicit Knowledge.
2. The principals constructed their reflective leadership models by means of reflection for action, reflection in action and reflection on action.
3. The principals’ used self-directed reflections to create experiences of multiple professional development .
4. The principals solved problems by reflection to promote continuing professional development.
5.The principals used reflections to promote muti-strategies of professional development.
(1)Strategy to care actively the concepts of professions and to deepen the roots
of principals’ professional training.
(2)Strategy to adopt professional diologes of science and technology and shape
principals’ knowledge management.
(3)Strategy to promote the solving ability through the experience of sharing
and inheritance master and apprentice.
(4)Strategy to practic principals’ knowledge by utilizing the theory to
proceed sharing and feedbacks.
(5)Strategy to improve regeneration of principals’ knowledge by crossfield
strategic alliance.
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