Professional growth of teachers and the development of School-based curriculum: A case study of Mr. Shi

• Main Author: 蔡惠貞
• Other Authors: Ching-ven Kau
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/80097838808079831138

碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === This is a case study of Mr. Shi, a teacher of Shi-Rong elementary school (SRES) of Pingtung County. The purposes of the study are: 1) to find out how Mr. Shi becomes a teacher; 2) to describe and analyze Mr. Shi’s performances while developing a School-based curriculum for SRES; 3) to understand Mr. Shi’s strategies and methods in response to the unexpected changes in SRES; and 4) to explore the relationships between the development of School-based curriculum and the professional growth of teachers. This study started on September 2001, and ended on June 2002. Participant observation and in-depth interview were the major techniques used while constructing this case report. Major findings are listed below: 1. Major factors influencing Mr. Shi’s professional growth are life histories, educational trainings, work experience, personality, and his special abilities and interests. 2. Following factors are most helpful to develop SRES’s School-based curriculum: appropriate leadership of ex-Principal Chen, mutual support of colleagues, effective allocations of resources, and the reflective practices of teachers. 3. Mr. Shi kept growing professionally during the development of SRES’s School-based curriculum is due to his constant practice of reflection on teaching, his considerations for the students’ welfare, and his clear vision for educational reform. 4. Interactive and dynamic relationships were found between the development of School-based curriculum and the professional growth of teachers. 5. In face of unfavorable conditions, Mr. Shi had to make certain compromises, he stood firmly, however, on issues he considered essential and important educationally. He also tried to settle down the controversies through professional dialogues.