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題 名 | 國小教師在職碩士學位進修之個案研究=The Case Study of In-service Elementary School Teachers Studying a Master’s Degree Program |
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作 者 | 簡梅瑩; | 書刊名 | 臺北市立大學學報 |
卷 期 | 46:1 2015.06[民104.06] |
頁 次 | 頁1-24 |
分類號 | 522.64 |
關鍵詞 | 國小教師; 在職碩士學位進修; 教師專業發展; Elementary school teachers; Master’s degree program for in-service teachers; Teachers’ professional development; |
語 文 | 中文(Chinese) |
中文摘要 | 教師在職進修是其權利也是義務,即藉由參與各類進修活動以持續個人之終身學習與提昇教學知能。自教育部頒布《高級中等以下學校及幼稚園教師在職進修辦法》(1996)並積極推動各大學辦理回流教育及設立在職進修碩士班,中等以下學校教師在職進修人數亦有逐年增加之趨勢。基此,教師參與學位進修之動機與目的、學位課程內容與教師專業發展之關係、及教師參與學位進修所經驗之限制與因應方式,乃是此研究探討之主要面向。為能深入探討教師在職學位進修之經驗及專業發展反思,研究者以質性個案研究為策略,藉由徵詢參與在職碩士班兩位國小教師為研究對象,進行資料的收集與分析;此研究納入採用之資料收集方法有:個案教師學習反思札記、研究者與教師之半結構式錄音訪談、及碩士班課程規劃資料收集。研究結果發現:一、教師學位進修是為改敘薪級、個人榮譽、及專業成長;二、教師學位進修能提供理論與實務之結合並增能教學實務;三、教師學位進修常受限於缺乏自我專業發展之定位與反思。 |
英文摘要 | It is teachers' entitlement as well as responsibility to proceed with lifelong learning and professional development. In Taiwan, the Ministry of Education in Taiwan enacted the regulation for K-12 teachers involving in in-service education in 1996, and has since actively advocated the institutes of higher education to deliver continuing education and offer master's degree programs for in-service teachers; as a result, the number of K-12 teachers studying a master's degree program has steadily increased through the years. This research was developed to explore the purposes of in-service teachers studying a master degree program, the linkage between studying a master degree program and teachers' professional development, and the difficulties confronted by in-service teachers when studying a master degree program. In order to substantively explore in-service teachers' experiences of studying a master degree program and their reflections on professional development, qualitative cases-study was conducted with two elementary school teachers after obtaining their consent; the research techniques used for data collection included teachers’ learning reflective diaries, audio-recorded semi-structured interviews with teachers, and the documents of master's program planning and content. It was found: 1. The teachers studying a master degree program were motivated by salary increase, position ranking, personal honor, and professional development; 2. The teachers studying a master degree program were given the opportunities to apply the theory into practice and enhance their teaching practice; 3. The teachers studying a master degree program were often confronted by lacking a specific target and self-reflection on their professional development. |
本系統中英文摘要資訊取自各篇刊載內容。