A Case Study on Teachers’Writing Professional Learning Community in Miaoli Conuty: An Example of Hope Elementary School

• Main Authors: Yueh-Ying Chang, 張月英
• Other Authors: An-Min Li, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/439t77

碩士 === 國立新竹教育大學 === 教育與學習科技學系教育行政碩士在職專班 === 104 === The Case Study on Teachers’ Writing Professional Learning Community in the subject elementary school is investigated by qualitative analysis, literature research, and pilot studies in order to describe and understand their background, purpose, and process, and to highlight obstacles encountered and benefits reaped by teachers and students. The following is concluded based on case analysis: 1. In a gloomy school, teachers are discouraged by lack of recognition for their effort in study groups. 2. The purpose of teachers ' professional learning community is to gather teachers' solidarity 3. Teachers’ writing professional learning community are lethargic enthusiasm of the teachers. 4. Teachers’ writing professional learning community are good motivators for students to engage in writing. 5. Teachers’ writing professional learning community have facilitated academic growth of teachers. 6. Teachers’ writing professional learning community have improved organizational atmosphere in the school. 7. Teachers’ writing professional learning community tend to be short on discussion and heavy on lecturing. 8. Administrative support can dispel the teachers’ feeling of being neglected. 9. As in flying formation, cooperation and delegation can be improved. Suggestions: 1. Teachers’ Professional Learning Community need to progress under guidelines and standard norms. 2. Schools need to provide funding for Teachers’ Professional Learning Community. 3. Sharing and uploading of information need to be streamlines and improved. 4. Exhibitions can be held for the sharing of results.