A Research on the Process of Teachers’ Team Learning in Elementary Schools — the Application of Teachers’ Study Circle

• Main Authors: Yu-Ling Yang, 楊玉鈴
• Other Authors: King-Ching Hsieh
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/22020470277443070861

碩士 === 國立新竹教育大學 === 職業繼續教育研究所 === 94 === Abstract The purpose of this research was to investigate the process of the application of teachers’ study circle to promote the practice of team learning in elementary schools, including analyzing the possible difficulties and the direction to be put effort, and the development of the members in professional growth experience. To achieve such purpose, the research began with gathering, sorting and analyzing all the relative papers and documents and applied different exploring methods such as participant observation, document analysis and interviewing. The studied object was the teachers’ study circle which the researcher attended. As a result, the research drew the following conclusions: 1.Four stages can be categorized from the application of teachers’ study circle to promote the practice of team learning in elementary schools. They are forming, developing, stagnating, and restarting. 2.The members of the teachers’ study circle had progress in general knowledge and generic skills for teachers, subject matter knowledge and skills, educational knowledge and skills, and educational spirit. 3.The difficulties encountered to operate the teachers’ study circle include being scanty of professional leaders, being hard to arrange the meeting on a regular time schedule, members’ preparation before meeting not well, lacking rules and division of the teachers’ study circle. According to the conclusions above, the research had provided some suggestions: 1.Suggestions to the educational administration institutions: （1）Planning training class for the leader to promote the development of the teachers’ study circle. （2）Encouraging schools to form the teachers’ study circle and regarding as formal teachers’ in-service education. （3）Subsidizing relevant funds to the teachers’ study circle. 2.Suggestions to the administrative unit of the elementary school: （1）Creating advantageous circumstances for learning, and encouraging teachers to form study circles. （2）Augmenting the communicating chances for each team. （3）Increasing times to proceed specialized dialogues. （4）The administrators in school should be more concerned about the teachers’ study circle. 3.Suggestions to the teachers’ study circle: （1）All members should draw up the goal, proceeding way, reading materials of the study circle together and consider the courses to meet the interests and needs of all members. （2）All members should establish the essential standard and allot duties, so that every member can participate in the process of the study circle. （3）Before the study circle meeting, the leader should design a program first. （4）Designing more vivid and multiple activities. （5）Practicing the evaluation of the study circle. （6）Members should take turns to act as the leader in each study circle meeting. （7）Members of the teachers’ study circle should practice the spirit of the study circle in class.