| Summary: | 碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 106 === The purpose of this study is finding out the possibility and reasons that robots may replace elementary school teachers based on teacher role expectation and professional growth; understanding the essence of teacher role expectation and professional growth. We listed the differences between essence of teacher professional competency and teacher professional growth according to the survey from teachers in Yong-Ping elementary school. As time progresses, continuous development, we hope teachers can understand the value and position they have and make education organizations attach more importance to the impact of teacher professional growth design.
We summarized the essence of teacher role expectation by reviewing related literature and digested the key points of teacher professional growth. The participants in this study were teachers from Yong-Ping elementary school. After holding two meetings, we concluded the criteria of robot teacher role expectation and teacher professional using Nominal Group Technique. Then we adopted interview method to obtain more opinions and compare them with teacher professional growth.
Here is our conclusion. The role expectation of robot teachers: robot teachers can perform class activities and make out questions with given rules, report student’s condition precisely immediately; it can perform repeated work for administrative teachers to save a lot of time and energy without legal issues. Robot teachers can be an assistant tool for teachers. From the teacher professional competency of view, professional teachers will learn from experiences, teach students with appropriate methods, qualitative evaluation and introspect. Teacher will share feelings with students, play it by ear, class management, give counseling to students and establish good relationship with them. Here are the differences between the essence of teacher professional competency and professional growth; First, the essence of teacher professional competency is more specific, more detailed than professional growth in the real teaching environment. Second, teacher professional growth simplified students’ behavior too much comparing with the teaching environment. Moreover, teacher professional growth focused on the teaching, professional growth and administrative tasks. It had less focuses on the counseling and interactive between teachers and students.
This study will provide suggestions based on the research result and discussion to education related organizations and teachers.
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