| Summary: | 博士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 95 === This study aimed at investigating learning performance and changing progress of eight experienced teachers in Taipei city public elementary schools, who employed the professional development curriculum of reading strategy instruction. The strategies to advance teachers’ profession were based on cognitive conflict, peer tutoring and model building composed in constructuralism theory. The research adapted a mixed method design as well as a concurrent triangulation design. Data collection included classroom observations, video and audio taping, in-depth interview with the participating teachers, teachers’ action research reports and research journals.
The results indicated that the teachers who took part in this professional development program did have significant improvement on teachers’ pedagogical practice strategies and further on students’ reading performance. From the dimension of teachers instruction, the focus of participating teachers shifted from teacher-centered and single instruction with an emphasis on meanings of individual words or phrases to student-partaken in classroom discussion. The findings of the study demonstrated that under the interaction among workshops of in-school reading strategy instruction, teachers’ pedagogical practice and teaching beliefs, and students learning performance, the teachers did undergo changes on the process of reading strategy instruction. Students started to participate in communicative discussion in classroom activities, and teachers also shifted from content explanation to meaning construction.
However, the communicative construct during the class still tended to be initiated by teachers and responded by students. Through adjustments of cognitive conflict of interactions with colleagues, teaching demonstration of peer tutors, pedagogical practice improvement and the in-depth interview with the researcher, the participating teachers were motivated to explore their teaching problems, modify and reconstruct their teaching models. The study induced possible learning theories of on-job teachers and modified the pedagogical practice of the professional development via the changing processes of teachers’ learning. The findings can facilitate on-job teachers to plan and implement professional development program, which has been proved to be able to meet the needs of teachers’ learning characteristics of such programs.
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