Probe by a Primary School Teacher into the Action Research Process

• Main Authors: CHUNG HUI-PING, 鍾慧萍
• Other Authors: 黃鴻博
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/09358093620122405628

碩士 === 臺中師範學院 === 自然科學教育學系碩士班 === 93 === Abstract In the present case, the researcher﹘a primary school teacher who was still a green hand in the action research﹘participated in a school teachers’ action research society during February~November 2004. During the process, she engaged in the hands-on action research process in an effort to probe into the factors which have influence upon the teacher’s performance in action research and to look into the professional growth in both the teacher and the researcher. The study yielded quite a few significant findings, including notably the following: （1） In the entire action research process, the teacher in the present case was initially motivated by own interests and by the intent to help others. In the process she constantly adjusted herself amidst the interests and the researcher’s needs. She became increasingly sophisticated in the methodology of study in line with accumulation of experiences. The jobs to write documented records and reports are the parts which significantly perplex the teacher. （2） The key factors which more significantly affect the teacher in the present case to participate in the action research include: Inadequate time, difficulty in finding teammates as well as the gap between the academic aspiration and practice. （3） The teacher in the present case has reaped expertise in the action research, including mainly excitement of achievement, the attempt to use the new teaching media, stimulus upon the teacher into introspection and the application of the action research methodology into routine teaching activities. （4） The researcher reflects herself that during the period of study, the growth in the expertise would give renewed momentum to go further work on the action research. She, meanwhile, earns the new construct on how to guide problem students. On the grounds of aforementioned key findings yielded in the study, the researcher would like to offer constructive proposals to schoolteachers, schools and regarding further development of teaching talents. Key words: Action Study, Case Study, Teacher’s professtional growth