The research through 「4-P module」 operating a mathematic teaching professional community to facilitate teacher profession growth

• Main Authors: Tzu-Yeh Lin, 林子葉
• Other Authors: Man-Li Liu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/36775479971845914710

碩士 === 國立屏東教育大學 === 數理教育研究所 === 98 === The object of the research, in order to facilitate teachers’ professional growth, is to operate a mathematic teaching professional community through an 「Problem Clarification, Planning, Programme Action, Progress Assessment」action research, as called 「4-P module」. During the period of nine months, researchers adopted the method of action research to find out how the strategies to work to improve teachers’ professional growth, to understand the operation in a professional community, and to solve the problems while difficulties raised. The information and data was collected by qualitative approaches, voice records, interviews, and activity documents, and analyzed. The analyzed points are as following: 1. The steps to develop a professional community with 4-P module are clarified on a community goal, planning community learning issues, empowering colleagues’ teaching ability, and evaluating community efficiency. 2. In order to form a professional community gradually, some techniques were applied in this module, such as “decentralization”, “smooth channel of communication”, “action research”, and “class observation”, during the period of the research. 3. By applying some techniques simultaneously during the research, such as “channel of communication”, “rethinking”, “curriculum design”, and“reading”, researchers learned that teachers not only fulfilled knowledge in two parts which of “content knowledge” and “pedagogical content knowledge” but also understood the concepts of math, interrelations of these concepts, teaching materials, contexts of the teaching materials, and the learning background of students. More than that, the teachers could perform even better in their teaching careers with the knowledge they gained from the module. Beside, according to the teachers’ self-assessments, the evident is shown that two sections, content knowledge and pedagogical content knowledge, have been improved from the range of “partially improved” to the “mostly improved”. 4. While operating community, there were three difficulties- unwilling and inactive attitude from the school, different background of partners, and facilitators’ insufficient ability. In engaging the difficulty of unwilling and inactive attitude from the school and teachers, due to public servant bio-ecology, busy school affair, and limited time, researchers invited the willing volunteers, and requested education institute for administration support to maintain aggressive atmosphere in the group and to gain the chances of gathering. To deal with the difficulties of the partners’ different doctrine, teaching inertia, and teaching self-reflection, researchers created an encouraging and trusting environment, and documented the detail of self-reflection to establish the element in the professional community. To solve the problem of facilitators’ insufficient ability, researchers seek the opinion from experts to speed up the process and to ease the burden of facilitators.