學校本位教師專業發展運作機制與現況之個案研究:以上海市實驗學校為例,ERICDATA高等教育知識庫
高等教育出版
熱門: 羅文君  簡淑芸  Yeonjoo Lim  Jong-Hyouk Lee  Beyond 5G  SDGs  
高等教育出版
首頁 臺灣期刊   學校系所   學協會   民間出版   大陸/海外期刊   政府機關   學校系所   學協會   民間出版   DOI註冊服務
閱讀全文
篇名
學校本位教師專業發展運作機制與現況之個案研究:以上海市實驗學校為例   免費試閱
並列篇名
Mechanism of Development and Operation of School-Based Teachers’ Professional Development and Its Status Quo: A Case Study on Shanghai Experimental School
作者 劉鎮寧邱世杰黃暐睿
中文摘要
本研究旨在探討學校本位教師專業發展的運作機制和現況,並以上海實驗學校為個案研究之對象。透過文本資料的分析,發現個案學校在學校本位教師專業發展上具有下列七項主要特點:一、開設模組化的學校本位教師專業發展課程,優化學校師資結構;二、教師擬訂3年發展計畫作為引導個人專業發展的重要依據;三、透過磨課、公開課、同課異構、賽課等策略運用,提升教師的教學質量;四、重視教師團隊合作的校本培訓專業發展,建立優良的教師文化;五、領導不再是某些人的任務,教師領導在校本培訓專業發展過程扮演重要角色;六、實質考核和教師分級制度直接強化教師對學校本位專業發展的重視及參與;七、教師在工作和專業發展過程中感受到壓力,但仍以積極的態度面對專業發展。本研究最後分別針對國民中小學及未來研究提出五點建議。
英文摘要
This study explored the mechanism of the development and operation of schoolbased teachers’ professional development and its status quo through a case study of Shanghai Experimental School. A review of the literature revealed that the subject has the following seven major features pertaining to school-based teachers’ professional development: (1) Module-based courses on school-based teachers’ professional development have been opened to optimize the school’s faculty structure. (2) The school’s teachers have developed a 3-year development plan as an important basis for guiding the development of their own expertise. (3) Strategies, such as massive open online courses, open classes, and using different structures for the same class, are adopted to enhance the teaching quality of its teachers. (4) The subject emphasizes school-based teachers’ professional development with teamwork between teachers as a central focus, and it establishes an excellent teacher culture. (5) Leadership is no longer a task assigned to certain people. Teacher leadership plays a vital role in school-based teachers’ professional development. (6) Substantive assessment and the classification system of teachers directly strengthen teachers’ attention to and participation in schoolbased teachers’ professional development. (7) Although teachers experience stress at work and during professional development, they still hold a positive attitude toward their professional development. Finally, this paper offers five suggestions for national primary and secondary schools and for future research.
起訖頁 001-030
關鍵詞 個案研究教師專業發展學校本位case studyteachers’ professional developmentschool based
刊名 臺東大學教育學報  
期數 201712 (28:2期)
出版單位 國立臺東大學師範學院
DOI 10.3966/102711202017122802001  複製DOI
QR Code
該期刊
下一篇
符號元素數量對幼兒園發展遲緩兒童及其同儕動詞圖形符號辨識效果之研究

高等教育知識庫  閱讀計畫  教育研究月刊  新書優惠  

教師服務
合作出版
期刊徵稿
聯絡高教
高教FB
讀者服務
圖書目錄
教育期刊
訂購服務
活動訊息
數位服務
高等教育知識庫
國際資料庫收錄
投審稿系統
DOI註冊
線上購買
高點網路書店 
元照網路書店
博客來網路書店
教育資源
教育網站
國際教育網站
關於高教
高教簡介
出版授權
合作單位
知識達 知識達 知識達 知識達 知識達 知識達
版權所有‧轉載必究 Copyright2011 高等教育文化事業有限公司  All Rights Reserved
服務信箱:edubook@edubook.com.tw 台北市館前路 26 號 6 樓 Tel:+886-2-23885899 Fax:+886-2-23892500