To investigate the relationship between teacher professional development and classroom practice in an elementary school

• Main Authors: Kvei-chen Tseng, 曾桂珍
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/13714245908915168214

碩士 === 國立臺南大學 === 教育經營與管理研究所碩士班 === 99 === In order to understand how teachers transfer the skill and knowledge they acquired in teacher professional development into class management、class instruction and student counseling, this research is focusing on teachers of an elementary school in Kaohsiung as the research object, then based on the structured questionnaire to classify teachers with different attitudes into three types: creating type teacher、moderate type teacher and self-contained type teacher. After evaluating these three types of teachers, choose an appropriate one as an interviewee in further steps and then progress a deeper interview. Finally organizing and comparing the interview detail of teacher professional development and classroom practice for different types of teachers and we will also discuss the relationship between both of them. Major findings are summarized as below: 1. The class situations of different teacher types are not quite the same, but they all progress professional development through self-identity and can also result a specific procedure of classroom practice. 2. The relationship between teacher professional development and classroom practice is a kind of two-way interaction relationship, and the final purpose of teacher professional development is to advance classroom practice. 3. A completed procedure of teacher professional development includes target setting step、method searching step、cultivation forming step、 practical knowledge forming step and classroom practicing step and so on. 4. Classroom practice is a set of continuous transformation process of related learning experience, it does not finish at one time, the cycle of this kind of learning and action will never be ended. 5. Teacher professional development does not only bring teachers knowledge and skills, but also strengthen teachers’ teaching spirits and beliefs, and then influence their actions to classroom practice. 6. The classroom difficulties in different types of teachers are existed and have discrepancies. Although teachers know there is no “correct” solution, but they are still looking for a best way to match and compose to improve the problems, in order to construct a model of solution for specific problems in classroom. 7. Although systemic teacher professional development (for instance school case study on Wednesday) is not the first choice for most of teachers, but it still results the procrastination of classroom practice. Finally, based on research result, researchers will propose the related suggestions which focus on elementary school teachers and further situations.