國民小學學校本位教師在職進修模式之規劃研究

• Main Author: 周桂靖
• Other Authors: 曾錦達
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/41369948485763376456

碩士 === 國立台北師範學院 === 國民教育研究所 === 89 === The Planning Research on Executive Patterns of School-based Teacher in-service Education in Elementary Schools （Kuei-Ching Chou) Abstract The main purpose of this study was to make clear educators’ opinions on executive patterns of school-based teacher in-service education in elementary, and to propose useful suggestions to institutes of educational administration, institutes of teacher education and elementary practice teachers in-service education. In order to accomplish the purpose, literature review, interviews and questionnaire survey were conducted. Interviews in this study included ten educators. The subjects of questionnaire are narrowed down on the teachers of Taipei (County) Council elementary schools. The samples of this study were eight hundred teachers. The findings of the study are as follows: 1.The main difficulties that implement teacher in-service education are lack of related strategies, shortage of instructors, and funds. Besides, schools encounter different difficulties in different zones. 2.The main transacting patterns in elementary schools are lecture, visit and observation. However, what teachers interest are co-development group and series training curricula. 3.The transacting patterns of school-based teacher in-service education differ from size of schools and curricula. 4.With the inside school training patterns of school-based teacher in-service education, the various training ways are differences on the most suitable transaction time, sources of funds and teachers, encouraging demarches and so on. 5.When elementary schools transact school-based teacher in-service education owing to the insufficient faculty, equipment, funds and so on, they can co-operate transaction with other institutions. 6.It’s necessary to plan school-based teacher in-service education based on credits or degree as encouraging demarches. 7.The institutions of teacher education and teacher in-service education centers should offer the information of resources of instructors, and recommend professors or counselors to assist elementary schools in participating training programs. 8.To implement school-based teacher in-service education should set up the talented treasury of instructors and institutionalize the sources of funds. According to the above conclusion, the following suggestions are provided: 1.The institutes of educational administration: (1)Taiwan''s Ministry of Education: establishing or modify laws of school-based teacher in-service education as soon as possible; enforce to set up strategies. (2)County (City) Education Bureau: integrating the need of schools, and choose focused schools to establish networks of school-based teacher in-service education. 2.The institutes of teachers training: (1)Training seed teachers to offer resources of instructors; (2)Establishing information network of teacher in-service education as to offer information of instructors resources; (3)Setting up counselors; (4)Establishing models of professional development schools; (5)Planning in-service education network. 3.Elementary School: (1)Schools should provide more suitable in-service training patterns, according to their school site or size. (2)Schools should consider both demands of teachers and content of in-service education, and use appropriate patterns. (3)Schools should consider teachers opinions when elementary schools transact lecture, visit and observation, action research, co-development group, book club and workshop etc..