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題 名 | 課堂學習研究如何促進教師的專業發展?=How "Learning Study" Fosters Teachers' Professional Development? |
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作 者 | 鄭志強; 黃晶榕; | 書刊名 | 優質學校教育學報 |
卷 期 | 7 2012[民101] |
頁 次 | 頁27-38 |
專 輯 | 持續專業發展 |
分類號 | 522.2 |
關鍵詞 | 課堂學習研究; 教師專業發展; 變易學習理論; Learning study; Teacher professional development; Teacher learning; |
語 文 | 中文(Chinese) |
中文摘要 | 本文嘗試以一個中文科個案為例,闡釋「課堂學習研究」(Learning Study)對教師專業發展的影響。為了提升教師的教學能力以配合教育改革,如何發展在職教師的專業能力便成為當今世界熱門的教育議題。課堂學習研究是院校夥伴協作式的校本教育行動研究,它以變易理論為基礎,透過促進教師的專業發展來提升課堂教學成效。 |
英文摘要 | This paper explores the impact of “Learning Study” on teachers’ continuous professional development from the perspective of teacher learning. In order to enhance teachers’ teaching competency so as to meet the demand of education reform, how to develop inservice teachers’ professional competency has become a critical educational issue all over the world. Learning Study, which is grounded on the Variation Theory, is a school partnership based action research that aims to improve classroom teaching and learning by enhancing teacher professional development. In this paper, a Chinese Learning Study case will be presented to illustrate the impact of Learning Study on promoting teacher professional development. |
本系統中英文摘要資訊取自各篇刊載內容。