Teachers' Professional Communication and Reflective Thinking on the Curriculum Development~Action Research on an Elementary School Kindergarten

• Main Authors: CHUNG HSU-HUI, 鍾緒蕙
• Other Authors: Yie Su Huang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/8bffag

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Abstract The purpose of this research was to set up the professional communication indicators for developing the curriculum of a kindergarten, which is affiliated to a public elementary school. In order to assess the communication problem inside of the kindergarten, the researcher had checked on the organization of culture pattern, the social interaction, and the task working on the curriculum development in this kindergarten. In this kindergarten, they used to develop their curriculum by several communication channels, such as formal and informal communication, private meeting, and others. The researcher intended to find a set of communication competency, which can indicate on the curriculum development process, included the educational philosophy, curriculum management and the deliberation in the classroom. Another purpose of this research was to examine whether this research process can influence the teachers’ reflective thinking competencies. By means of the experimental analysis, compare the difference between the scores of the pre-test and the post-test of the same group’s subjects by twenty indicators of “ Teacher’s reflective thinking questionnaires”, which are the following： 1. Philosophical Reflection： Five main indicators: making ideas work appropriately, reaching a technically rationality, integrating and explaining the ideas, making the ideas steady and consistent, and making ourselves continually reflecting and improving. 2. Curriculum Management： Five indicators: being self-examined, being concrete, making decision independently, integrating varied settings and focusing on the significance of children’s development. 3. Deliberation in the Classroom： Ten indicators: thinking alternatively, maintaining a focus on important effects, tolerance of uncertainty, allowing time for new thinking, making sure children are learning, fostering thinking, accepting individual differences, judgment for process, children oriented and taking easy and enjoyable. In this research, all the data have been gathered、analyzed and organized not only by means of the published papers have been used for references, but also by the communication problems have happened in the real facts. Action strategies, such as professional dialogues, interviews, were processed to find out the six basic efficient communicative strategies. This research came to a conclusion by the Delphi technique, which brought to 48 indicators of how the development of curriculum was built and how their communicative competencies were developed. The findings of the research： The development of the curriculum was processing in the school’s culture, and the system of school culture was influenced by personnel relationship of people interacting with each other, and also the action of communication can improve teachers’ reflective thinking competencies. The communication of educational conceptions needs teachers’ interaction with one another in order to find out an appropriate conception for the school’s cultural background, and the culture of school system also affects teachers’ interaction, which can let people to have the consensus between the goals of the curriculum and the school organization, those actions were developed and created the school-based curriculum. In order to complete the task of the curriculum development, we need teachers’ participation and organizing of curriculum, so that school’s organized goal and task can be accomplished. This type of communication can improve teachers’ self-evaluation competencies. The conclusion of this research： 1. The problem of communication and discussion of the curriculum has been that people usually talk and think on different ways, and which makes the communication hard to reach a consensus. 2. Through out the action research, the researcher found six tasks of professional communicative competencies: the consensus on the same focus, leadership and supportiveness, consultative and cooperative, reflective thinking, waiting and responding and the planning and processing. 3. According six communicative competencies, Delphi technique was applied to decide 48 indicators of the kindergarten teachers’ communicative competencies, which can help different thinking to the same consensus for the curriculum development. 4. This research calculates teachers’ communicative competencies by their reflective thinking competencies. Suggestions of the researches： 1. For the administrators： Need more concrete support and caring from schools and we need to set up a good environment and a tunnel for teachers’ professional discussion. 2. For the teachers： Enhance on the communicative concepts and tactics. Through out the honest communicating and introspecting, the teachers can cooperate with each others to complete the tasks of the curriculum. 3. For the administration of curriculum： Need the support and leadership from the school principal. Provides the communicative channel, knowledge, and information. And also we should use the professional way to plan and to face the problem. 4. Recommendations for future researches：The final result of this research is to develop the knowledge for the group of people. Our recommendation of future research is to plan and to develop an action-program to improve teachers’ communicative competencies. Reflective thinking competency Action research