A Research on the Growth Process of Junior High School Guidance Teachers in the Action-Learning Group

• Main Authors: Min-tsang Hsieh, 謝旻蒼
• Other Authors: Chi-Sui Hsu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/45640358067942371887

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 96 === Because of the complication of educational environment and the emphasis of the adoption-guidance program, the researcher found many problems of it haven’t been solved yet. Due to these motivations, this research applied action learning on junior high school guidance teachers group. It focused on the growth process of junior high school guidance teachers in action-learning group. In this research, the author and the other three teachers who are engaged in the adoption-guidance program were invited to take part in the research project. And we took issues in adoption-guidance programs as discussing topics that the action-learning group would have. In order to the research objectives, the study adopt qualitative research way. Through observation, interview and reflection diaries, the materials that were gathered would be qualitatively analyzed. According to the objectives and purposes of this research, the author summed up and analyzed the materials. Conclusions show as follows: 1.Organize the important elements of action learning- the process of the dialogue and the reflection. 2.The important key factor to the process of self-consciousness and self-growth in action learning- powered to action. 3.The important meanings of action learning to the guidance teachers- the opinions of the members. (1)Action-learning enables more opportunities for the members to learn. (2)Action-learning enables the power of growth to the members. (3)The action-learning group is a group full of supporting atmosphere. According to the conclusions above, this research puts forward the following suggestions: 1.Suggestions to the applications on educational fields: (1)Apply action learning on other organizations in the school, and establish cooperation mechanism. (2)Learn the dialogue and reflection and share experiences with one another. (3)Try hard to discover questions and create opportunities for action learning. 2.Suggestions to action-learning group of guidance teachers: (1)Keep developing action-learning group of guidance teachers. (2)With diverse learning courses, the members can purchase more active growth. (3)Besides action-learning group, accept suggestions from other professional staffs. 3.Suggestions for future researches: (1)Apply action learning on different fields. (2)The objects of the research can be various. (3)Explore diverse contents of action learning. (4)The suggestions for the research way.