Developing on Elementary School Teacher’s Competency Indicators of Teaching by Board Game

• Main Authors: WANG,LING-LING, 王玲玲
• Other Authors: YANG CHIH-CHIANG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/dc6cph

碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 107 === The purpose of this study was to construct indicators for the application of board game teaching expertise by elementary school teachers and further provide recommendations for the elementary school teachers. This research was based on teacher professional development assessment criteria, and the data were collected from teacher in relation to education department, elementary school teachers and industry-related teacher-training instructors. The researcher then analyzes this data with the Analytic Hierarchy Process (AHP) method. There are 4 perspectives, 10 dimensions, and 30 evaluation criteria in the indicator system of elementary school teacher’s competency Indicators for teaching by using board game. Among the “perspectives,” “the attitude and coaching for board game teaching” had the highest priority. Among the “dimensions,” both “group dynamics” and the “class management” had the highest priority. As for the “evaluation criteria,” “teacher act as a guide rather than an educator” and “trust students were capable and potential” had the highest priority. In the end, the researcher also proposes recommendations based on the research results for education administration authorities, the elementary school teacher who teaching by using board game, as well as for future studies. The weighting data of this study could help administrative authorities, teachers, and related personnel to make the best plans and decisions when conducting issues related to board games. The weight of the indicator provides the “priority and minor” and “primary and secondary” considerations for the executive authorities, teachers and relevant personnel to make decisions; education-related decision makers could respond to planning related studying, courses or setting workshops for board games. The length of the event would be applied and the indicators would be incorporated into the relevant syllabus specifications and the Teaching Manual. It was recommended that future researchers can use this indicator to conduct research on the actual learning outcomes of board games.