Research of colleague's supervision of teachers in social domain of the elementary school---exemplifying two teachers

• Main Authors: Chun-Te Wu, 吳俊德
• Other Authors: 陳添球
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/04337755677645614394

碩士 === 國立花蓮教育大學 === 社會科教學碩士班 === 94 === Research of colleague's supervision of teachers in social domain of the elementary school---exemplifying two teachers Chun-Te Wu Abstract Steps of educational reformation shall not be stopped even though a multitude of disputes arise in its advanced process over a decade. The point to put forth effort is still fallen on teachers --- how to accept a proposal with an open mind, and to enhance the sciential transformation and professional capability---becoming one of the key factors if the educational reformation can be successful. The gist of this research is to explore teachers’ supervision and their colleagues’, by means of constant study to obtain new knowledge, and applying it to social learning domain of the fifth grade of the elementary school, so as to divide the subject into three parts: (1). Explore the progress of colleague’s supervision as this school implements the social subject;(2). Explore the function of colleague’s supervision while teachers of the elementary school carry out the social subject; (3). Practice colleague’s supervision in the social subject of the elementary school, and analyze teacher’s expert growth and improving status; (4). Generalize the course and experience of colleague’s supervision in social domain for teachers, schools, and educational personnel as references. This research selects two teachers from colleagues and researchers to conduct a branch of instructional forms, adopt the manner of qualitative studying exemplary, and collect the researching data through the study, reference reading, instruction designing, observation, professional dialogue, and student’s questionnaire, etc. The primary conclusion of this research is specified as follows: I. The course of colleague’s supervision in social subject: (1). The past experience of instructional supervision in this school has yielded twice the result with half the effort on this research practice. (2). Equality of colleague’s member; the trusty relation shall be first established. (3). Colleague’s support and trust accelerates supervision’s progressive momentum. II. Factors affect teachers in this school to practice colleague’s supervision in social subject; (1). The time launched by teachers in expertise, instructional conviction, personality, and cooperative phenomenon is the maximum influencing factor on supervision’s development. (2). It has to avoid excessive consumption of teacher’s time and spirit, introduce teachers to assume and control the scheduled progress, catalyze the course reform, collect reference data, and plan to pursue further education, so as to grow and learn. (3). Relying on the result of ancillary instrument, it could be, instead, becoming a stumbling stone in the researching process. III. Teacher’s professional growth and the instructional improving status: (1). The manner to improve instructional problem may be proceeded with a professional dialogue by reciprocation of colleague’s teachers. (2). Promote teacher’s substantial growth in subjects and expertise of the “Transformative instruction of the capability index; courses integrity; school’s orientation teaching; integrity of high-tech subject; evaluation of diverse authenticities; structural learning of the factual conception and general principle; and incorporation of the significant issues”. (3). Help teachers to change instructional concept and shorten the differences between theories and practices. (4). Enhance student’s learning interest, academic achievement, and the ability of cooperation and learning. IV. Growing momentum---teacher’s further education and study (1). Colleague’s supervision shall have the substantial content through teacher’s further education and new knowledge.( 2). Teacher’s further education and learning may rage over new instructional technology and knowledge, turning it into instructional practice, and internalizing the new skill and knowledge to perform spontaneously and exert it flexibly. Keywords: Social Learning Domain ; Colleague’s Supervision ; Teacher’s further Education