| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 102 === The purpose of this qualitative research was to explore how inquiry-based instruction could facilitate teachers’ professional development by participation, teaching demonstration, and consultation of an experienced teacher adopting inquiry-based instruction in a long-term basis.
Admitting teachers’ professional development has its personal and historical influence this research first tried to understand related teachers’ former, non-inquiry-based professional development experience. It was found that practical application in classrooms were regarded as major concerns by teachers, but the dominant instruction orientation remained teacher-centered with quite limited students’ inquiry. Then, by probing how the experienced teacher developed inquiry-based professional competence, the researcher found long-term deliberate lesson designs and pedagogical efforts and flexibility were key to the success. And the process of the experienced teacher’s development of inquiry teaching competence manifested the result of a gradual construction of professionalism. Such result now was probably not easily accessible unless by long-time systemic and collaborative efforts between teachers. Finally, trials of using inquiry-based instruction showed that students were better motivated with more encouraging learning performance. Further measures to foster and enhance competence of inquiry-based instruction for more teachers, such as figuring out ways of enhancement of inquiry teaching competence for pre-service teachers by experienced teachers’ coaching, integrating related professional development programs on basis of long-term effectiveness, and co-work of lesson preparation and co-viewing of its execution for in-service teachers are suggested.
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