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題名：教師社群互動對職場希望感與創新教學關係之探究：以幼教師觀點為例
書刊名：教育研究與發展期刊
作者：劉秀枝／黃秀霜 引用關係
作者(外文)：Liu, Hsiu-chih／Huang, Hsiu-shuang
出版日期：2013
卷期：9:1
頁次：頁25-57
主題關鍵詞：幼教師；教師社群互動；職場希望感；創新教學；Kindergarten teachers；Teacher community interaction；Workplace promisingness；Innovative teaching
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:126
  • 點閱點閱:96
本研究旨在了解幼兒園教師參與園內教師社群互動對職場希望感與創新教學之關係。本研究以全國北、中、南、東立案之幼兒園教師為研究對象，針對11位幼教師進行訪談，研究結果發現：1.沒有參與社群，乃因園內沒有成立教師社群或規劃課程內容不同與時間點不能配合。2.參與教師社群互動可提升專業能力與聯絡感情。3.教師社群互動有助於學習區情境布置、教案設計與班級經營。4.教師社群互動可凝聚團體向心力。5.社群互動中認知與情感互動可以提升教師社群互動品質。6.教師社群互動能提升職場希望感與創新教學。7.教師社群互動、職場希望感及創新教學之關係是相輔相成、互為鷹架的。根據研究發現，提出後續相關研究建議。
The main purpose of this study is to understand the relationship between kindergarten teachers participating community interaction for workplace promisingness and innovative teaching. Eleven kindergarten teachers from northern, middle, southern and eastern regions of Taiwan were assessed for studying and discussing (all from licensed kindergartens). The main findings are as follows:(1) Kindergartens not establishing their own teacher community or dissimilarity of curriculum contents and time constraints are the main factors for teachers not participating in a community.(2) Teacher community interaction can promote professional competence and build friendship between kindergarten teachers.(3) Teacher community interaction can help design learning area situations and teaching plans as well as assist with classroom management.(4) Teacher community interaction can condense into centripetal force.(5) The perceptional and emotional interactions can improve the interactive quality of the community.(6) The interactions among teacher communities can enhance workplace promisingness and innovative teaching.(7) Teacher community interactions, workplace promisingness and innovative teaching are complement to each other, building an inseparable relationship. Based on these results, suggestions for future research are discussed.
期刊論文
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8.Hadar, L.、Brody, D.(2010)。From isolation to symphonic harmony: Building a professional development community among teacher educators。Teaching and Teacher Education: An International Journal of Research and Studies，26(8)，1641-1651。  new window
9.Hatchuel, A.、Le Masson, P.、Weil, B.(2011)。Teaching innovative design reasoning: How concept-knowledge theory can help to overcome fixation effects。AI Edam-Artificial Intelligence for Engineering Design Analysis and Manufacturing，25(1)，77-92。  new window
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13.Takahashi, S.(2011)。Co-constructing efficacy: A “Communities of Practice" perspective on teachers' efficacy beliefs。Teaching and Teacher Education: An International Journal of Research and Studies，27(4)，732-741。  new window
14.Tokumasu, K.(2007)。Trajectories of participation to a community of practice: New elementary school teachers。Japanese Journal of Educational Psychology，55(1)，34-47。  new window
15.Snyder, C. R.、Lehman, K. A.、Kluck, B.、Monsson, Y.(2006)。Hope for rehabilitation and vice versa。Rehabilitation Psychology，51(2)，89-112。  new window
16.Larson, M.、Luthans, F.(2006)。The potential added value of psychological capital in predicting work attitudes。Journal of Leadership and Organizational Studies，13(2)，75-92。  new window
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19.Kangas, M.(2010)。Creative and playful learning: Learning through game co-creation and games in a playful learning environment。Thinking Skill and Creativity，5(1)，1-15。  new window
20.Pella, S.(2011)。A situative perspective on developing writing pedagogy in a teacher professional learning community。Teacher Education Quarterly，38(1)，107-125。  new window
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22.林偉文(20060900)。樂在其中的創意教師：國民中小學教師教學福樂經驗與創意教學之關係。國立臺北教育大學學報. 教育類，19(2)，111-127。new window  延伸查詢new window
23.林偉文(20070500)。教學創新的梅迪奇效應：以英國創意夥伴計畫為例。教育研究，157，31-41。new window  延伸查詢new window
24.王為國(20070300)。從實務社群談課程發展與教師專業發展。課程研究，2(2)，41-63。new window  延伸查詢new window
25.Barsade, Sigal G.、Amabile, Teresa M.、Mueller, Jennifer S.、Staw, Barry M.(2005)。Affect and Creativity at Work。Administrative Science Quarterly，50(3)，367-403。  new window
26.王沂釗(20050600)。幽谷中的曙光--正向心理學發展與希望理論在輔導上的應用。教育研究，134，106-117。new window  延伸查詢new window
27.李新民、陳密桃(20081200)。職場希望信念與職場復原力、組織美德行為之潛在關聯：以幼兒教師為例。當代教育研究，16(4)，155-198。new window  延伸查詢new window
28.Slick, Susan(2002)。Teachers are enthusiastic participants in a learning community。The Clearing House，75(4)，198-201。  new window
29.孫培真、周至宏(20110600)。教師嘗試使用先進資訊科技創新教學之研究。中山管理評論，19(2)，423-465。new window  延伸查詢new window
30.Grossman, P.、Wineburg, S.、Woolworth, S.(2001)。Toward a theory of teacher community。Teachers College Record，103(6)，942-1012。  new window
31.李新民(20090800)。幼兒教師的心理資本及其與工作表現的潛在關聯。幼兒保育學刊，7，1-23。  延伸查詢new window
32.楊振昇(20080700)。塑造利於變革的學校環境。教育研究月刊，171，頁5-15。new window  延伸查詢new window
33.孫志麟(20041000)。開啟專業學習的新視窗：教師的知識管理。教育研究月刊，126，5-18。new window  延伸查詢new window
34.Luthans, F.、Norman, S. M.、Avolio, B. J.、Avey, J. B.(2008)。The Mediating Role of Psychological Capital in the Supportive Organizational Climate: Employee Performance Relationship。Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior，29(2)，219-238。  new window
35.Ritchhart, R.(2004)。Creative teaching in the shadow of the standards。Independent School，63(2)，32-41。  new window
36.吳璧如(20070500)。教育研究中的教學創新。教育研究月刊，157，12-20。new window  延伸查詢new window
37.黃錫美(20070400)。希望之概念分析。志為護理，6(2)，57-63。  延伸查詢new window
38.Little, J. W.(2003)。Inside teacher community: Representations of classroom practice。Teachers College Record，105(6)，913-945。  new window
39.Luthans, Fred、Avey, James B.、Avolio, Bruce J.、Norman, Steven M.、Combs, Gwendolyn M.(2006)。Psychological capital development: toward a micro-intervention。Journal of Organizational Behavior，27(3)，387-393。  new window
會議論文
1.蔡文正(2001)。九年一貫創新教學與超文件模組教材之探討。九年一貫課程改革下的創新教學研討會。高雄市：國立高雄師範大學。125-133。  延伸查詢new window
研究報告
1.Matsumura, L. C.、Steinberg, J. R.(2002)。Collaborative, School-Based Professional Development Settings for Teachers: Implementation and Links to Improving the Quality of Classroom Practice and Student Learning (計畫編號：568)。  new window
2.唐淑華(2004)。希望感的提升--另一個進行其情意教育的取向 (計畫編號：NSC92-2413-H259-002)。花蓮：國立東華大學。  延伸查詢new window
學位論文
1.Ros, S. E.(2007)。The expansion and validation of dispositional and academic measure of hope(碩士論文)。  new window
圖書
1.張新仁、王瓊珠、馮莉雅(2009)。中小學教師專業學習手冊。臺北市：教育部。  延伸查詢new window
2.Louis, K. S.、Marks, H. M.、Kruse, S.(1996)。Teachers´ professional community in restructuring schools。American Educational Research Journal。  new window
3.張世忠(2002)。教學創新：應用與實例。臺北：學富文化。  延伸查詢new window
4.Watkins, Karen E.、Marsick, Victoria J.(1993)。Sculpting the Learning Organization: Lessons in the Art and Science of Systemic Change。Jossey-Bass Publishers。  new window
5.Hord, S. M.(1997)。Professional learning communities: Communities of continuous inquiry and improvement。Southwest Educational Development Laboratory。  new window
6.歐用生(1996)。教師專業成長。師大書苑。  延伸查詢new window
7.唐淑華(20100000)。從希望感模式論學業挫折之調適與因應--正向心理學提供的「第三種選擇」。臺北：心理。new window  延伸查詢new window
圖書論文
1.Turner, N.、Barling, J.、Zacharatos, A.(2002)。Positive psychology at work。Handbook of positive psychology。Oxford University Press。  new window
2.Richardson, V.(1996)。The role of attitudes and beliefs in learning to teach。Handbook of research on teacher education。New York：Macmillan。  new window
3.Hord, S. M.(2004)。Professional learning communities: An overview。Learning Together, Leading Together: Changing Schools Through Professional Learning Communities。New York, NY：Teachers College Press。  new window
 
 
 
 
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