A Study on Excellent Teacher’s Professional Growth
碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 98 === Abstract This study aimed to explore excellent teachers’ professional growth with focus on the teacher's teaching beliefs and the attribution of successful and failed teaching. Two excellent teachers were selected to participate in the study. They were...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2010
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| Online Access: | http://ndltd.ncl.edu.tw/handle/39169320711154276085 |
| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 98 === Abstract
This study aimed to explore excellent teachers’ professional growth with focus on the teacher's teaching beliefs and the attribution of successful and failed teaching.
Two excellent teachers were selected to participate in the study. They were interviewed with semi-structured questions. The conclusions of this study were as follows:
1. The two excellent teachers’ teaching beliefs tended to student-centered teaching and it was the key point of the teachers’ professional growth.
2. The two excellent teachers mainly attributed their successful teaching to stability factor, so they could keep their high level of expectations of success. Further, it would maintain the sustainability of positive behaviors.
3. The excellent teachers would avoid the impact of attribution bias.
4. The attribution of successful and failed teaching concerned the individual's own factors, in addition to taking care of social change and the impact of education reform.
5. The two excellent teachers’ professional growth are spontaneous and empower themselves with multiple methods in their professional growth.
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