Using Case Discussion in Teacher Professional Learning Community for Teachers of Preschool Self-Contained Special Education Classes

• Main Authors: Tsai, Chia-Yu, 蔡佳妤
• Other Authors: Chen, Yin-Ying
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/h75e65

碩士 === 臺北市立大學 === 幼兒教育學系碩士在職專班 === 107 === The purpose of this study was to develop a Teacher Professional Learning Community (TPLC) for preschool teachers of self-contained special education classes and to explore the growth of the six participant teachers after join the TPLC. In the TPLC, teachers adopted the Case Discussion method, and learned to write the difficult case for discussing. The researcher expects to explore the effectiveness of Case Discussions in the TPLC and how to extablish and manage a successful TPLC. 　　This study collect the following data included : the questionnaire of teacher professional needs, participants' self report each section in the group gathering, teachers’ practice records, researcher's reflective notes, focus group interviews, and the final feedback and self report. This study found: 1.The essentials to run a successful TPLC are included: a homogeneous community, an appropriate number of members, a motivation of active participation, an equivalent and trust partnership in group, and a community leader who is good at listening, encouraging members and providing resources at the right time. 2.After participated the TPLC, the six preshool teachers of centralized special education class had improvements in their class management, teaching skill, and even the mental health improvements. 3.Using case discussion in the TPLC had the following advantages: The community discussion could be more focused; To help the case writer to think about the problem more comprehensive and more neutral; Participants could communicate in a neutral manner and reorganize the cognitive model through the process of case discussion. 　　Finally, based on the research results, the researcher made some specific suggestions for the field teachers, school administration organization, education authorities and future research directions.