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The Teacher's Role in Curriculum Innovation: A Junior High Shool in Taipei as Example

By 曾美蕙 and Meei-Hwey Tseng

Abstract

[[abstract]]The purposes of this study were three-fold: to explore teacher’s identification to the school-based curriculum innovation in junior high school settings, to investigate teacher’s efficacy and organizational efficacy, and to search for teacher’s professional growth in such a situation. A pre- and post-test single group pre-experimental design was adopted in this study in a junior high school in Taipei city. Thirty-six teachers participated in the study. The innovation focused on “multiple intelligences and creative teaching”. By means of questionnaire survey, field observation, and in-depth interview, data were collected. Three questionnaires, the “School Curriculum Innovation and I”, the “My Role in the School Curriculum Innovation”, and the “School organization and Curriculum Innovation” were developed for measuring teacher’s identification, teacher’s role efficacy, and organizational efficacy, respectively. In addition, the self-designed “Teacher’s Professional Growth Scale” was used to appraise teacher’s professional growth. After a one-year experiment, It was found: (1) In terms of identification, teachers showed good understanding of and positive attitude toward curriculum innovation and related strategies. However, many teachers somehow worried about it’s influence on student’s examination scores and teacher’s working schedule; (2) In terms of role efficacy, there was a significant effect on teacher’s initiation, it was also positive with respect to the dimensions of assistance, integration, and connection; (3) In terms of organizational efficacy, it showed a positive effect on school functioning, the harmonic peer-colleagues’ relationship, in particular; (4) In terms of professional growth, it also showed positive results that teachers were more willing to discuss with peer-colleagues, to accept and appreciate different ideas, to share his/her own thoughts, to try new ways of teaching, and more likely to imagine, more able to solve problems with flexibility, and more encouraging students to ask questions. Based on the research findings and a thorough review on the advantageous situations and the confronting problems with respect to curriculum innovation, the researcher suggests to the teacher, the school administration, and the educational administration some ways of implementing “multiple intelligences and creative teaching” in the schools in the future. Issues and topics related to the study on curriculum innovation are also discussed lastly. Key words: multiple intelligences, creative teaching, curriculum innovation, identification, role efficacy, organizational efficacy

Topics: 多元智能;創新教學;課程革新;認同感;角色效能;組織效能, ;, [[classification]]12
Year: 2011
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/65519
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