A Research on the Effective of Teachers’ Growth Group with Colleague Teacher in Science and Technique Area

• Main Authors: Yang Pao Wang, 楊寶旺
• Other Authors: 徐順益
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/31505944130998689299

碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The purpose of this research was to investigate the effective of teachers’ growth group with colleague teacher in science and technique area. Qualitative Research Methods were applied in this one year research. Participants were 5 science teachers and their students. Data were collected from the integrated instructional model, the development process, duty division, opinion discussion, profession consultation, administration supports, classroom observation, interview and so on. The results were as follows: 1. Teaching knowledge: The participants experienced effectiveness in both teaching and problem solving. By understanding students’ prerequisite knowledge, the integrated instructional module will be more suitable for students’ level. Once the difficulties of the textbook were pointed out the instructor would adjust them to be more suitable for individual differences. The model was useful for instructors to accumulate the teaching method, choose teaching materials, and provide students with independent learning. 2. Teaching ability: The integrated instructional model did improve the participants’ ability of course design and active teaching materials. Through well organized multiple evaluations and stirring up students’ learning motivation the students’ multiple intelligence would be satisfied. The instructional media did build up a wonderful learning environment. With effect classroom management and parent-teacher cooperation, the participants would create a good relationship with their colleague in this model which was based on a school-based community. 3. Teaching attitude: Participants reported that their attitude toward teaching became more positive because of the model. This model not only promotes participants’ professional growth but also introspected themselves. In addition, the participants’ became confidence and their profession growth would link to life long learning. Based on the above, the research makes concrete suggestions to the composition of the teachers’ growth group, the design of the teaching model, and teachers’ professional growth. Keywords: action research, teachers’ growth group, teachers’ professional growth, integrated instructional model