| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === Due to the lack of practical experiences, beginning teachers who are novices at work often wonder whether they could fit to jobs, and whether theories they learnt before could be applied into practices. Furthermore, traditional norm universities and comprehensive universities with teacher education programs are much different in curriculum structure, teaching orientation, training hours, organizational operation, campus culture, learning environment, and so on. These factors might result in differences between beginning teachers from two systems of initial teacher education. It is worth in-depth study about the professional development needs of beginning teachers with different backgrounds.
This study took narrative inquiry as the method of research. Two beginning teachers from different systems were invited as participants to share their experiences in professional development. The professional development for beginning teachers was tried to outline in accordance with their experiences and my viewpoints.
According to literature, narrative information, and my points of views, the needs of professional development for two beginning teachers were roughly the same. The critical reason why there were not obviously different was that beginning teachers played unlike roles in both pre-service and in-service education. Pre-service education was absolutely different from being real teachers. Therefore, to eliminate the gap was the crucial issue that teacher training institutes and elementary schools should confront together.
After the dialog with participants and my introspection, some insights were as follows：
1. Teacher professional development should be continued and teachers’ career stages ought to be involved in.
2. The teaching practicum plays a key factor in teacher professional development and should be planned and implemented systematically.
3. Special education and student guidance are indispensable for beginning teachers.
4. Induction programs for beginning teachers are essential to enhance teacher professional development.
5. The development of university-school partnerships is helpful for narrowing the gap of theories and practices.
6. Professional service programs are carried out to strengthen teachers’ practical capabilities and field experiences.
7. The knowledge-sharing platform is set to facilitate teacher professional development.
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