| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 95 === The main purpose of this study was to explore the current situation of teaching reflection and professional growth needs of teachers in elementary schools. In addition, the study examined the differences of background variables in teaching reflection and professional growth needs and explored the correlation between them. The study applied the method of questionnaire survey and the questionnaire entitled “The Questionnaire of Teaching Reflection and Professional Growth Needs in Elementary School” was used to collect data. The samples were selected by stratified sampling method from public elementary schools located in Taichung City, Taichung County, Changhua County and Nantou County. Among 679 samples of elementary school teachers, there were 553 effective questionnaires. The data were analyzed through t-test, one way ANOVA, Chi-square test、canonical correlation and step-wise multiple regression.
According to the results of statistical analyses, the conclusions of the study were as follows:
1. The level of teaching reflection of teachers belongs to practical reflection. Teachers with different educational background have difference on the level of teaching reflection.
2. The type of teaching reflection of teachers is mostly reflection-on-action. Teachers with different school sizes have difference on the type of teaching reflection.
3. The content of teaching reflection of teachers is commonly classroom management.
4. The professional growth needs for elementary school teachers are above middle level.
5. There are no differences in teachers’ professional growth needs in terms of different background variables.
6. There is correlation between teachers’ teaching reflection and professional growth needs.
7. There is predictive power of teaching reflection on teachers’ professional growth needs.
Based on the conclusion of this study, some suggestions were provided to the educational administrative authorities, schools, elementary school teachers, and further studies.
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