Team Learning on The Application of Elementary School Teacher Action Research- A Case Study of Da-Ming Elementary School, Taichung County, Taiwan,

• Main Authors: LIU, Chung- Wen, 劉仲文
• Other Authors: YANG, Kuo- Te
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/21644241844747102100

碩士 === 國立中正大學 === 成人及繼續教育研究所 === 92 === The primary objectives of the research are to investigate team learning on the application of elementary school teacher action research, to understand further attainable movement and mode and to analyze the possible difficulties, the development of recovering systems, and the understanding of team learning effects. The results of the research could provide a potential model as reference to advance the development of team learning on teacher action research for the elementary school in Taiwan. A case study, Da-Ming elementary school, Taichung County, Taiwan, was examined in the research. The results in the case showed that 1) the establishment of team learning environment and the strong support of administration department would be helpful to develop teacher action research group. 2) routine performances and publications would be beneficial on the accomplishment of teacher action. 3) the lack of encouragements and measures is difficult to attract teachers participating in the action group. 4) adjunct teachers, and faculty members, owning master degree or studying currently in graduate school, play an important role in teacher action group. 5) Knowledge sharing, communication and routine meeting held were performed by experienced teachers or group leaders in teacher action group. 6) group leaders play an leading role in teacher action group and tool uses, such as weekly syllabus, group discussion, evaluation and response and good communications, could improve learning. 7) the lacks of background, research ability and consultation institute affect significantly the confidence on group members and the improvement of teacher action group. 8) the main dilemmas of group members contain tighter time and job stress and peer pressure. 9) adjunct teachers taking part in teacher action group do not belong to their teaching students and classes. 10) team learning is an important key on participating in teacher action group for teachers. 11) The support and power of groups could assist teacher ongoing participation in the group. 12) The advantages of team learning for grouped teachers contain experience sharing, the improvement of communication and of reflection and the creation of ideas. In sum, some recommendations including education administrations, faculty members and individual teachers could improve teacher action research. First, the education administrations should encourage faculty members to participate in teacher action group by the establishment of rewards, the increase of required learning courses and performance, the improvement of the learning inspection among different schools and the promotion of the professional consultation. In addition, faculty members should fully cooperate with adjunct teachers on teacher action research to support each other. Group leaders should strengthen their leadership and share experiences with other group leaders. Finally, teachers should improve their communication and research abilities, actively partake in further education and strengthen time management.