Action research on team-teaching in class-groups based on the models conducted at Sheng-Li elementary school

• Main Authors: Wu Wen Hsien, 吳文賢
• Other Authors: 蔡清田
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/59531881618481855897

碩士 === 國立中正大學 === 教育研究所 === 90 === The research mainly discusses the related concepts of team teaching. Through this action research, Sheng-li Elementary School built up several models of team teaching, promoted teachers’ professional abilities, and discussed the related issues and problems encountered in team teaching. Action research was the method adopted in this study. The research was conducted at Sheng-li Elementary School, through data collections, research journals, observations, interviews, questionnaires and the reports of team teaching. The researchers analyzed the data. The following are the conclusions drawn from this study. 1. The class-group teaching team of Sheng-li is devoted to develop varies models of teachings and evaluation carter to the needs of teaching and learning. 2. Through this action research, we developed six models for team teaching, including thematic co-teaching, the same grade level teaching, circulative co-teaching, teachers-administrators co-teaching, parent-teacher co-teaching and community co-teaching. 3. During the process of team teaching, teachers’ professional abilities required to practice team teaching were promoted through seminars and related activities. 4. In this action research, we found out the issues and the problems encountered in team teaching: the lack of big-sized conference room, the difficulties in keeping students’ routines, assessment formation and standards, the doubts and pressure brought up from parents, the teaching effect affected by team teaching system. 5. The action strategies to improve Sheng-li Elementary Schools’ team teaching are as the followings: To arrange and encourage teachers to attend team teaching or second professional skill development; to reinforce the communication among all the administrators; to plan school’s affairs and activities in advance; to arrange class-group to use big sized conference room; to pass on the concepts and functions of co-operative teaching to parents; to arrange excellent class-groups to do the demonstrations or share teaching experiences. To sum up, the results of the research vary the suggestions for class-group teaching teams, school administration department, educational authorities and future research of other schools.