| Summary: | 碩士 === 國立台北師範學院 === 數理教育研究所 === 91 === The study aim was to investigate three mathematical seed teachers in different elementary schools. After they have finished the growing curriculum of the seed teachers, how they can advance the development group in school. This research adopted case study. Researcher entered practically in three mathematical seed teachers’ discussion scene to observe, and fitted in the collection of the data such as interview and document. For presenting the situation of development group in school which three mathematical seed teachers advance and providing reference for elementary school teachers to advance development group. As a result, it indicated that the role of the seed teacher would be impacted by the equal relation with colleagues, individual characteristics, professional knowledge and the position which makes seed teacher not to show the leader’s characteristics in development group. The situation of advancing the development group will be impacted by seed teacher’s identity in school, the supporting of school administration or not, and members’ interests and needs or not. Time, members’ interests and needs will cause the differences of performance and expectation of seed teacher. Participating in development group will contribute to the professional growth in teacher. Through the professional dialogue, study the article, video, and latent growth will cause the teachers professional growth. The development groups in schools are confronted by no time to discuss, and members’ needs. Those make the group not to develop well. If having the support of the school administration and profession system, the development group in school will operate forever, and emerge its results.
|
|---|
