【中小學卓越師資培育國際學術研討會】 E-1-2

〈臺北縣市國民中學實習輔導教師與實習指導教師參與在職進修動機之研究〉

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只是講講用的稿子,所以文法就別太計較了~~

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Topic: Learning Motivation with Teacher’s In-service Education in Junior High Schools in Taipei County and Taipei City

Intro.



Hello, everybody. We are very glad to be here for a presentation. The topic of this report is about “Learning Motivation with Junior-High-School-Teachers’ In-service Education in Taipei City and Taipei County.”



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Abstract

Adult-returning education becomes a trend in Taiwan; however, although there are lots of researches of learning motivations and effects, which focus on the attending teachers. Moreover, the needs of studying of on-the-job teachers (the attending) are different from their task in school. In consequence, this report is to take a sight from adult-returning education to find out the causes that affect attending-teachers in Taipei County. The samples include 182 of teachers in 16 junior-high-schools, and 174 samples are valid. Others which we do not mention will be discussed later in another report.

This set of reports is to check the difference between common teacher and attending teachers’ study motions and to draw some directions for those attending teachers to improve professional levels. But in this part we show to you just focus on the attending teachers. Finally, we want to provide some references or suggestions to authorities.



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Background

1. In-service education or on-the-job education is very important to teaching improvement. Every teacher has his or her own individual reasons for learning. According to former studies of teachers’ motivations, the main cause of successfully pushing teachers to study further is their willing, or motivation.



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研究動機

There are already many studies talking about the in-service education, but the attending is just one part of on-the-job teachers. We cannot find a report paying attention to this small range, and that’s why we want to check out the motions in the attending teachers.



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研究目的

This survey-research is to

1. Understand the situation of the attending teachers’ learning motivation.

2. Find out the causes.

3. Take some suggestions.



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Terms

A student teacher must have two attending teachers. One is the University or college faculty, who need to have more than one year high school teaching experience. The other one is a high school teacher who needs to have more than three year teaching experience.



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研究方法—questionnaire, survey-research

various



1. gender

2. seniority (how many years)

3. duty

4. educational background

5. school location



1. interesting

2. promotion

3. social contact

4. for escaping or exciting

5. expectation



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研究發現

1. In the attending teachers’ learning motivation, “interesting” gats the highest score.

2. They want to do in-service education at working time with the same subject colleagues the most. The second willing time is on the weekends.



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3. The main reason that stop the attending from more education is overloaded duty.

4. The attending often joins what they think helpful to their teaching abilities.

5. The motivation is affected by the attending teachers’ gender, seniority, and school duties.



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Suggestions

1. The in-service education has to cohere with teachers’ needs.

2. Releasing teachers’ loading when pushing them to get more education.



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3. Integrating learning contents, methods, environment, and time when planning the in-service education.

4. Do wider and deeper investigations to confirm the distinctions of the causes of learning motions.



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