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[[alternative]]The study of secondary and elementary school teacher life-long professional development system in R.O.C. (Taiwan)

By [[author]]林煌, Hwang [[author]]Lin, 林煌 and Hwang Lin

Abstract

[[abstract]]Abstract The main purpose of this research is to investigate a favorable constructional structure of secondary and elementary school teacher life long professional development system in Taiwan, and to explore the influential factors of urging teachers participate in the in-service education affair, and the relationship among them. The objectives of this research are as follows: First, to study the relevant theories of the secondary and elementary school teachers’ in-service education. Secondly, to compare the general situation and features of the secondary and elementary school teachers’ in-service education among the main countries. Thirdly, to analyze the policy development of the secondary and elementary school teachers’ in-service education in Taiwan. Fourthly, to investigate the secondary and elementary school teachers’ life long professional development theories and to analyze the system construct. Fifthly, to study the secondary and elementary school teachers’ attitude with regard to life long professional development system, and to explore the factors those influence teachers’ participation in in-service education in Taiwan. Sixthly, to offer suggestions for administrative policy of the secondary and elementary school teacher in-service education in Taiwan. The methods of this research have two parts. On the part of theoretical study, we adopt the literature review and the document analysis on theories and background level. The theoretical study explores the relevant theories of the teacher’s in-service education, main country comparison and our country's general situation and historical development, then synthesizes to conclude the teacher life long professional development system construct. On the empirical study, which adopts the questionnaire survey and semi-structured expert interview. The research tool of the inquisition adopts the "The secondary and elementary school teachers’ life long professional development system questionnaire”. The research population is the entire secondary and elementary school teacher in Taiwan, Pescadores, Kinmen and Matsu islands (TPKM). The sample mode adopts stratified random sampling to take 1600 teachers of 120 schools from the population, This research uses descriptive statistics method to describe the data distribution, and use product-moment correlation, item analysis, t-test, one-way ANOVA, factor analysis and multiple step regression to analyse the survey data. The research tool of the semi-structured expert interview is" Teachers’ life long professional development expert interview outline". And twelve scholars, expert and administrator were interviewed. Major findings and conclusions are follows: 1.The teacher in-service education ought to develop as part of the whole teacher’s education with a consistent process. 2. In Taiwan, we should establish an exclusively administrative organization to manage and propel the secondary and elementary school teacher in-service education affairs. 3. The institutional excogitating of the teachers’ life long in-service education system should match with the development of teachers’ professional career. 4.The excogitating of teacher life-long professional development system ought to establish teachers’ ideas of life long study, and to encourage teachers for self-directed learning. 5. The system structure of teachers’ life-long professional development should include four main levels: legal system, organization function, studies path, and teacher participation. In addition, when planning the system, we must consider factors that affect the teacher participation in the in-service education. 6. To establish the teachers’ life-long professional development system, we should revise the laws and decrees first, besides this, we must have other coordination measures, such as: teacher appraisal, teacher ratings, and teacher in-service education passport etc., program and put into practice, then can accomplish the effect. 7.The teacher’s attitude to the life long professional development system construction are shown from the "rather importance (and support) " to the "very importance (and support) ", and the teacher at the " perception" - to - " activity" tendency also shown very consistent. 8. On the four main levels of the teachers’ life-long professional development system construction, teachers favor "studies path" and" the “teacher participation”, and "organization function", and then "legal system". 9. Teacher’s attitudes for the life long professional development system construction have significant difference in background variable, such as: the teacher’s gender, age, highest educational background, service year, service organization and service post. 10. The factors that highly affect teachers’ participation in the further studies are “the study requirement”, “the activities of study” and “social environment” etc., but the factor of “the study reward", is relatively lower. 11. The factors that affect teachers’ participation in the further studies have some significant difference in background variable, such as: the teacher’s gender, age, service year, service organization and service post. 12. The factors that affect teachers’ participation in the further studies, such as: “the study requirement”, “social environment” and “the study reward", have the dint of estimate to Teacher’s attitude for the life long professional development system construction.

Topics: 中小學教師, 教師在職進修, 教師終身進修, 專業發展, 教師進修, secondary and elementary school teacher, teacher in-service education, teacher lifelong professional development, professional development, teacher further education, [[classification]]12
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/12943
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