Professional Growth of The Integrative Activity Teacher in Creative Instruction

• Main Author: 鄭美娟
• Other Authors: 洪久賢
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/85370866349710135224

碩士 === 國立臺灣師範大學 === 人類發展與家庭學系在職進修碩士班 === 94 === Abstract The purposes of this study were: (1) to explore the influence on enhancing a teacher’s ability of creative instruction by participating a workshop of creative instruction, (2) to explore a teacher’s professional growth during the process of creative teaching, (3) to examine the effectiveness of creative instruction on students. In this research, action research was used. The teacher, leaded by the workshop, designed the creative instruction programs those were applied on integrative activities and implemented the creative experiments course. Researcher was not only participant but also observer at the same time. The quantitative research method was used. Data collection included classroom observation, interview with students, feedback sheets from students, and students’ homework. The data were analyzed by content analysis. The results of this research were as follows: (1)The researcher obtained new knowledge and new concept related to creative instruction by participating the workshop of the creative instruction. The researcher was inspired by the workshop to pursue teacher’s professional growth and increase her ability to design course with continuous learning. Thus it enabled the researcher to use the creative teaching strategy and skills to design the creative instruction courses suitable to junior high school students. (2)The teacher changed teaching belief by participating the workshop of creative instruction. Creative instruction became a part of teacher’s teaching and is integrated into teacher’s internal proficiency. This process resulted in the improvement of self growth and enabled teacher’s teaching more mature. (3)Under the circumstances that the teacher used the creative teaching strategy and skills, students felt more interested and more active to participate and to learn in the activity. This program enhanced students’ creativity and stimulated students to use their creative skills in daily life. Students’ positive feedback, which increased the researcher’s teaching confidence supported and encouraged researcher to continue the creative instruction.