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題 名 | 國小教師參與學校本位在職進修現況與改進途徑之研究=A Study of Elementary Teacher Participate in School-Based In-Service Education on the Current Status and the Improvement Approaches |
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作 者 | 李鴻章; | 書刊名 | 國民教育研究學報 |
卷 期 | 8 2002.03[民91.03] |
頁 次 | 頁75-105 |
分類號 | 523.3545 |
關鍵詞 | 國小教師; 學校本位; 在職進修; Elementary teacher; Shool-based; In-service education; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討以下三方面:(一)學校本位教師進修之理論依據與活動程序;(二)學校本位在職進修之現況、教師需求與滿意度;(三) 比較不同背景教師在學校本位進修需求與現況之差異情形。 本研究以文獻探討作為研究架構基礎,以問卷調查和訪談蒐集實證資料。主要研究工具有二:一為「國民小學舉辦教師在職進修現況與改進途徑之意見調查問卷」,問卷對象採分層叢集隨機取樣,計選取臺南縣市教師 929人,回收有效問卷 857份,回收率 92.3%;二為「學校舉辦教師進修之現況與改進途徑之訪談問卷」,訪談對象為臺南縣市有意願參興訪問的3位主任和12位教師,並立意抽樣訪談2位校長,共計訪談17人。 問卷資料回收後,分別以百分比、百分比交叉分析、平均數、因素分析、迴歸等統計方法分析處理,並以訪談深入探討佐證,獲致實證的研究結論如下: 一、學校本位在職進修之實施尚未真正落實 (一) 教師普遍認為學校本位在職進修有其必要性,但國小教師普遍缺乏自我規劃能力與參與決定的權利 (二) 最主要的缺點是忽略教師個別差異與需求以及過分理想化的教學情境 (三) 教師進修時數與頻率不錯,但進修後缺乏討論與檢討 (四) 進修的課程和方式不夠多元,亦缺乏長期規劃 (五) 師資聘請不夠彈性、講授內容未符研習教師所需。 二、學校本位在職進修實施程序仍有部分缺失 (一) 進修籌畫階段各處室配合良好,但缺少召開會議討論 (二) 進修的需求評估不夠廣泛 (三) 進修的計劃和實施階段情況不錯 (四) 進修後對教師教學和學校整體效益有所提升,但缺少檢討改進活動。 三、國小教師對學校本位在職進修的需求強烈 (一) 公差假是鼓勵教師參加學校本位在職進修最有效方式 (二) 週三下午是教師認為的最佳進修時間 (三) 用問卷調查了解教師需求最為理想 (四) 最需要辦理的研習科目是資訊電腦和輔導活動。 三、個人背景與學校本位在職進修的關聯性方面 (一) 服務年資二-五年是參加學校本位進修的高峰期 (二) 背景因素與學校本位進修程序存有明顯差異 (三) 進修時間多寡與頻率亦會因教師背景差異而不同 (四) 學校規模與所在地,會影響教師對進修的滿意度 (五) 婚姻狀況的不同,對學校本位進修現況沒有差異。最後,本研究針對教師、學校、及教育行政機關,提出相關建議。 |
英文摘要 | The goals of this research are (1) to investigate the theoretical basis, INSET patterns, and the activity procedures of school-based in-service education for teachers, (2) to investigate the current status, demands, and satisfaction status of school-based INSET, and (3) to explore the diversified needs and current situations in terms of school-based INSET for teachers with different backgrounds. The structure of the research is based on literature investigation, with questionnaire and interview as the supporting evidence. The main research tools consist of (1) "Questionnaire on the Improvement of INSET for Elementary School Teachers" (The method is stratified cluster random sampling. The target numbers are a total of 929 teachers in Tainan County and Tainan City, with 857 valid feedback data, the percentage being 92.3%) and (2)"Questionnaire on the Current Status and Improvement Suggestions for School-based Teachers' INSET". The total number of the people interviewed is 17. Our conclusions are as follows: 1. The Current Status on the School-based INSET: (1) All the teachers consider the School-based INSET as necessary. (2) In general, elementary school teachers lack the ability of self-planning and the right to participate in the program. (3) The major shortcoming is ignoring the individual differences of teachers and the over-idealization of instructional environments. (4) The training hours and frequency are satisfactory. However, reviev s on tile training are not effective enough. (5) The courses and approaches of training a 'e not diversified enough. Furthermore, there is no long-term planning at all. 2. The Outcomes of the Procedures for School-based INSET: (1) There is good cooperation in tile stage of planning, yet with no discussion meeting being held. (2) The evaluations on the training needs are not diversified enough. (3) The planning and implementation of the INSET are quite satisfactory. (4) The teacher's instruction and school's effectiveness are enhanced. 3. The Needs for School-based INSET: (1) Official leaves are the most effective approach to encourage the teacher to participate in the School-based training;(2) Teachers consider Wednesday afternoon as the most suitable time for INSET; (3) Using questionnaires is the best way to understand teacher's needs; (4) The most demanding courses are those on computer information and consultant activities. 4. The Relationship Between Individual Background and the School-based INSET: (1) The peak stage to participate in the School-based training is from the 2nd to the 5th year of service; (2) Background factors play an important role in the procedures of School-based INSET; (3) The training hours and frequency depends on the teacher's individual background; (4) The size and location of the school affect teacher's satisfaction to the training; (5) Marital status has nothing to do with the effectiveness of the School-based training. |
本系統中英文摘要資訊取自各篇刊載內容。