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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77854


    Title: 看見機動教師-國小校園內的新角色
    Authors: 余淑芬;Fen, Yu Shu
    Contributors: 學習與教學研究所
    Keywords: 代理代課教師;鐘點教師;實踐社群;參與
    Date: 2018-07-26
    Issue Date: 2018-08-31 14:59:53 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究採取Wenger的實踐社群理論以實踐、參與與具化、疏離參與、認同、身分認定與協商能力等概念,從學習是一種社會現象而非個人心智運作的觀點,來微觀探究高投入教學、低投入教甄的機動教師在教師社群中的學習樣貌。
    本研究採質性研究方法,主要採半結構方式深度訪談輔以觀察紀錄,蒐集十位國小機動教師之訪談與觀察資料。經由文本研究資料分析與整理,歸納出研究結果如下:
    1. 機動教師進入國小校園內工作的主要原因是鐘點教師自由度高、重要他人的影響、自我的期許、工作性質單純
    2. 國小校園內機動教師對教師身分的認同是自我的責任感、自我的專業成長、自我的成就感、自我理想的實現
    3. 國小校園內機動教師繼續擔任機動教師的動機是友善體貼的學校環境、志同道合的同事情誼、開放的甄選制度
    4. 機動教師能夠快樂的奉獻是他們在參與的社群、組織中,體驗和做的過程(學習的過程)所造成的結果
    5. 機動教師能夠安生立命的環境是他們在參與的社群、組織中,感受到歸屬和形成的過程(學習的過程)所造成的結果
    本研究最大貢獻乃是從實踐社群的眼鏡鐘看到機動教師在社群中「享受怡然自得」,而非專注於與正式教師在的位上的「相對卑微」。
    根據研究結論給予政府政策實施的建議為:舉辦各項課程內容的共同備課研習及辦理初任教師的職前培訓;對甄聘學校的建議為:對激動教師給予與正式教師相同的尊重及依機動教師的專長排課並協助專業社群的建立;給機動教師的建議為多方試探與學習以增進專業能力及到新環境要盡快尋找學習的對象。
    ;See mobile teacher- New role in an Elementary School
    Abstract
    Mobile teachers are informal teachers who are actively engaged in teaching and passively preparing the teacher recruitment examination for elementary school. The present study builds from Wenger’s community of practice theory to analyze the practice of mobile teacher . The concepts of participation, non-participation, identity, identification and negotiability were applied to interpret mobile teachers’ experience. In this study, qualitative research was administered and the semi-structured in-depth interviews were also used to recruit data about ten mobil teachers’ learning in the social. Qualitative data were analyzed and arranged through textual analysis. Based on the text collection and analysis, five results are addressed blow.
    1. Mobile teachers work at elementary school because of the flexibile working hours, the important influence of other peoples, the expectations of the self, and the simple nature of the work.
    2. The recognition of the teacher′s identity by the mobile teacher is the sense of responsibility of the self, the professional growth of the self, the sense of accomplishment of the self, and the realization of the self-ideal.
    3. Motivation for mobile teachers to continue to be mobile teachers is a friendly and considerate school environment, like-minded and harmonious society, and an open selection system.
    4. The happy dedication of mobile teachers is the result of the process of learning as experience and doing in the communities and organizations they participate in.
    5. The environment in which mobile teachers can make a living is the result of the process of learning as belonging and becoming in the communities and organizations they participate in.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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