| Summary: | 碩士 === 國立臺灣師範大學 === 環境教育研究所 === 103 === This case study is about a Fujian style traditional buildings project in one Kinmen junior high school that explores teacher community environmental education professional development when they participated in developing the place-based education program. This qualitative research analyzing data from participant observations, interviews, and documents.
Teachers who develop the program are background of science, society, language, arts, and special education. Some of participants are principal and administrators in school. The Fujian Style Traditional Buildings Project is basically developed within place-based education, combine interdisciplinary issues with energy efficiency and carbon reduction. The developing progress takes for one year to develop three-day summer camp program, teacher community has experienced by four stages: (1) creative thinking, (2) planning integration, (3) implement, and (4) assessment.
The finding of this study is that teacher community has translated between different roles during the process of curriculum development, including learners, program designers, and teachers. Besides, during the practical project teacher community has improved the environmental education capacity in learning of Fujian style traditional buildings, practice and professional development, and consolidation partnership. It shows that promoting place-based education programs, teacher needs abilities of environmental education are contents of program, planning and implement program, and good partnership. From this case study, in addition, teachers learned collaboratively, team teaching, observed and interacted each other, which all can help teachers learning diversely in place-based education.
In conclusion, two suggestions have been addressed of this case study, which are practical promotion of environmental education and research of environmental education in the future.
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