The Professional Growth of Elementary School Teachers Through Recording and Discussing “Stories of the Classroom
Over the years, the teacher professional growth activities held by schools or the Bureau of Educational Affairs often invite scholars or experts to deliver keynote speeches concerning new policies, regulations, concepts or methods. However, those activities neglect the retrospection and reflection from the teachers’ experiences, thus changes in teachers’ actions are unlikely to take place. Writing and discussing “the stories of the classroom” by the teachers is an activity that puts emphasis on teachers’ own experiences and allows teachers to reflect their experiences. This method is unlike the traditional methods, and is worth further studying.
This study used the collaborative action research method to explore the process and outcomes of the recording and discussion by elementary school teachers, in order to understand the effective method to promote this activity and the participants’ feedbacks. The research period was one year. Data were collected from team discussion and recording, cases writing by teachers, journals writing by participants, and related literature. Afterwards, qualitative analysis software Atlas.ti was used to analyze the data. The research findings included the approach to writing “the stories of the classroom,” the themes and strategies utilized by teachers, the difficulties, outcomes and opinions of writing and discussion. Overall, teachers held a positive attitude toward this activity of writing and discussing "the stories of the classroom".
|關鍵詞||教學案例、案例教學、教師進修、teaching case、case method、teacher professional development|