Teachers’Professional Empowerment of School 2.0― A Case Study of Vocation at Senior High School

• Main Authors: 胡玉玲 HU,YU-LING, 胡玉玲
• Other Authors: Sophia Ming-Lee Wen
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/572h76

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === Abstract In response to the arrival of the information technology age, developed information technology education, and the subsequent rise of educational choice, in addition to focusing on performance, schools also need to be ahead of future education development trends and develop distinctive features in order to improve school competiveness and learning motivation of students, as well as gaining affirmation from parents. The thesis used a vocational high school as an example and considered the school’s distinctive features in accordance with future education development contentions and conduct action research of future teacher empowerment plan of the school’s teachers in the hope to establish the thesis’s proposed empowerment plan needed by schools in response to future education development trends. The thesis first talked about future school development ideas and analyzed the core literacy of development by future school teachers on professional empowerment and the empowerment course action plan required of teachers to develop the literacy. The thesis also established the path of development for future school teacher empowerment plan and proposed feasible plans for professional empowerment of future school teachers to help schools improve quality and effectiveness of teaching in response to changing times. The duration of the thesis’s action research implementation plan is from August 2017 to November 2018. It aims to provide effective plans of professional empowerment courses and teaching required of future teachers at the school. The subjects of research are 42 teachers at the school. In addition to citation analysis, the thesis’s action research data collection methods include: observation, interview, questionnaire, and teaching reflection of the researcher. Professional empowerment plans include: 1. “Future School Teacher Cultural Value-added” empowerment plan: 4 core courses include “Commitment and Dedication: Cultivation of Character, Empathy, and Cultural Development”, “Diverse Intelligence: Golden Brain and New Fortune”, “Therapeutic Arts: Positive Thinking and Potential Development”, “Maker and Microcinema Course Design”. 2. “Future School Teacher 4C Value-added” empowerment plan: 4 core courses include “Futurology Creative Teaching: Information Technology and Microcinema Teaching Implementation”, “Character Cultivation and Practice”, “Creative Teaching and Flexible Leadership”, and “Creative Problem-Solving and Method Investigation”. The duration of each teaching action plan is one week. The research verified that teachers who adopted the future teacher professional empowerment plan at the school showed improvement in professional conviction, professional knowledge and competency of teaching, professional knowledge and competency of education, student-teacher relationship, as well as professional ethics and attitude after the implementation of action plan teaching and sufficiently prepared for any changes of future education at the school. In conclusion, the thesis had the following findings through citation and document analysis and implementation of teacher professional empowerment action research: (1) Possible aspects of future schools; (2) Professional knowledge and competency from teacher professional development empowerment plan for teachers at the school to respond to future education development trends; (3) Aspects that required strengthening at the school level in response to future education development trends; 1. Possible aspects of future schools: There are infinite potential development opportunities and creativity in future schools. Teaching methods will be focusing on students and the cultivation of their problem-solving ability. There will be more diverse forms of group discussions. Self-learning model of students will also increase at the same time and learning model will center on students and enable them for self-exploration. Teachers will play the role of counselor and guide and future schools will become learning communities and break existing boundaries of classrooms to spark higher enthusiasm for learning. 2. Professional empowerment of teachers: (1) Improve creative teaching quality of future teachers and learning effectiveness of students, especially in promoting teaching ideas and practices of value-added learning of student competency transferability so teachers are capable of integrating local culture into professional knowledge and competency. (2) Teachers realize that specialties must integrate with economy and able to locate feasible integrating formulas. (3) Teachers are in the habit of working with others as a team and learn from each other. They are able to make public of their teaching open-heartedly and share and discuss relevant topics and questions of their teaching ideas and practices with others sincerely. (4) Teachers realize the true meaning of “student-centered” teaching philosophy, capable of self-reflection instead of persisting on their own opinions, and stop doubting the self-learning ability and creativity of students, which is helpful for improving teaching effectiveness of teachers and cultivating learner autonomy ability and habit of students. (5) Improve creative teaching quality of future teachers and learning effectiveness of students. Teachers can revitalize their teaching strategy, integrate professional theories with practices, and constantly refining their teaching, especially in terms of promoting teaching philosophy and practice of value-added learning of student competency transferability. (6) Teachers are able to make good use of information technology so teaching design and teaching materials can become more suitable to the experience and requirement of students, especially with concepts and awareness of creative productivity and futurology. Accelerate digital creative teaching, critical thinking, PBL teaching, and other revitalized teaching literacies of teachers, depth, scope, and achievement of distinctive features of teaching research, and strengthen synergy of creative digital teaching. (7) Teachers are in the habit of conducting action research and constantly practicing learner autonomy and self-learning. (8) Only through teaching method, content, and goal adjustment of action plan can teachers realize that teaching and learning need to be transformed into productivity in order to maximize problem-solving ability, boost industry-academic cooperation, and effectively spark student learning of value-added transferability. 3. The School Level Aspect (1) Establish new model for future schools. Strive for resources, integrate distinctive local culture, and become regional key school with benchmark characteristics. (2) Strengthen value-added transferability of teaching and learning. Innovative future education vitality. Demonstrate confidence, value-added transferability, and break ground in education profession. (3) Highlight the creation of economic value, including economic effects such as cultural and economic values. (4) Demonstrate values and practical abilities of teachers. Able to dream, dare to dream, and even capable of building and realizing dreams. After citation and document analysis and action research on professional empowerment of teachers, the thesis proposes the following suggestions for teacher empowerment intended for future school development: Base on the aforementioned research findings, in addition to the focus of future education research in professional empowerment of teachers, the thesis proposes the following suggestions for the research and follow-up research in response to future education development trends; I. Research in response to future education development trends In addition to the focus of future education development trend research in professional empowerment of teachers, future schools also require comprehensive establishment of future school environment and facility, policy promotion or plan guidance, as well as change in values to create future schools and learning environment. II. Suggestions for follow-up research (1) Subject of research: The thesis adopts the action research method and main subjects are vocational high school teachers. However, there are many factors influencing teaching quality and effectiveness. Future education development trends focus more on learner autonomy and value-added transferability of students. Therefore, researches can be conducted on different levels of schools, especially on teachers and students from kindergarten to (vocational) high school and even higher education in response to the implementation of 12-year basic education in Taiwan. Moreover, in addition to research focusing on professional empowerment of teachers, more research should be conducted on learning effectiveness of students and assessment method and indicator of future learnability and value-added transferability. (2) Research method: The research did not undergo quantitative verification but conducted analysis on interview observation. Regarding the aforementioned research limit, follow-up research can be conducted if time permitted and teachers are available for collaboration. (3) Scope of Research: The thesis selected a school that required future education development for research due to time limit. However, future research of schools in Taiwan can be conducted based on this research and in coordination with the government’s new southbound policy to conduct comparative research on relevant topics of future education development in different nations. Lastly, the research purposes relevant suggestions regarding empowerment practice based on aforementioned research result for reference and application of follow-up research.