Junior high school teachers’ professional growth in term learning

• Main Authors: Yu Kuan-Ying, 余冠英
• Other Authors: Shih Hao-Yao
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/52313065641637659923

碩士 === 國立彰化師範大學 === 科學教育研究所 === 97 === Abstracts The main purpose of this research is to understand how the reading group, formed by the junior high school mathematics teachers, made use of the teaching study conference to carry out team learning, and, with ten of the formal junior high school match teachers who join the group as the research subjects, to collect and analyze the document through the observering records, semi-structured interview , the file document, and the researcher’s journal. It mainly works on the aspects: the operation of the group of the junior high school mathematics teachers, the learning history of the group of the junior high school mathematics teachers, the influence of team-learning on the junior high school mathematics teachers’ growth. Through the organization and analysis of the the data, the research leads to the conclusions as following: 1. The members’ spontaneous participation and the drive of their inward motives can improve team-working and enhance team spirit. 2. The senior member as a team leader who timely plays different roles in team learning can conduct the conversation and discussion between the members and promote the adjustment between the new members and the old ones. 3. The activities of the team learning are teaching material edition and production and test design. The two activities carried out by negotiation are problems of personal concern which can promote discussion and conversation between members and stimulate the deep thoughts to generate new insights. 4. The subject group can utilize such techniques as integration, interpretation , divergence, and convergence to accumulate the learning result through the four learning process: question definition, question interpretation, producing multiple solutions, and choosing solutions. 5. Respecting others’ insistence while choosing the solutions can enhance team harmony and let each member make their statement earnestly and provide their assistance willingly. 6. The growth and changes which team learning brings to the group of junior high school math teachers can conclude into the four aspects: teachers’ general proficiency knowledge, mathematics content knowledge, mathematics teaching related beliefs, and educational profession spirits. 7.The learning obstacles of the group of junior high school math teachers can conclude into the five aspects: fail to prepare before meetings, the difficulty of making statements actively and earnestly, fail to control the time limit of discussion and conversation, low completion of the edition and production of the group teaching materials, suspended problems. Key words : team learning , teachers’ professional growth.