A Study on the Participation in the Team Learning for the Elementary School Teachers in Taiwan
|關鍵字:||教師團隊;團隊學習;teacher team;team learning|
The research aims to explore the status quo, the performance, the dilemma, as well as the expectation of team-learning among primary teachers; it, furthermore, advances correlative strategies and suggestions which probe into the team-learning process of primary school teachers. In order to attain the objectives mentioned above, I conducted a questionnaire survey along with citation analyses targeting a total of 3120 regular teachers in Taiwan (including Taiwan Island, the Pescadores, Kinmen Island and Matsu Island); in the end, received valid responses from 1363 teachers (43.7%). With the exercise of descriptive statistics, one-way ANOVA, Pearson's product-moment correlation analysis and statistics analysis, the semi-structured interviews are carried out to investigate the team-learning process among 10 elementary school teachers with team learning experiences. Based on the dissertation, I intend not merely to propose suggestions to education authorities, education organizations, and elementary school teachers for further study, but to present strategies as well as perspectives to serve as a reference for related organizations. In light of the questionnaire investigations and the outcomes of interview research, this research draws 12 conclusions as follows: 1. The reasons for elementary school teachers to partake in teaching team are "promoting teachers' profession," "curriculum discussion," and "improving teaching methods." Their primary chosen teams are "curriculum panels for each Learning Area" and "grade teacher teams." Their major enhanced motivations are "promoting teachers' profession," building peer relationships," and "active learning." 2. A genuine team is entitled with "collaborative leadership," "joint liability," "one specific team goal," "open discussion and troubleshooting meeting." 3. " Saving time and collaboration" is the maximum benefit for team performance; "obtaining diverse teaching experiences and meeting the needs of individual learning for growth" is the utmost advantage for individual performance. A high positive correlation is found in "team performance" and "individual performance." 4. "Lack of time" is the prime predicament. Moreover, a high positive correlation is shown between a group member's and an individual's predicaments. In other words, the higher a group member's predicament is, the higher an individual's predicament is. 5. Teachers need access to "team learning," hoping schools can provide teachers with resources of further study and related seminars in order for them to better understand the operation mode of team learning. 6. Primary teachers of dissimilar areas show evident discrepancies in these four items --"individual cognitions and attitudes," "team performance," "individual performance," as well as "needs and expectations." However, they show minor differences in other items. In terms of "individual and team performance," northern and midland teachers perform better than eastern teachers. 7. Teachers of different school scales perform differently. Teachers from the schools with 25-48, 49-72, and over 73 classes score higher than those with less than 12 classes in "exercising team-learning strategies," "individual cognitions and attitudes," "team performance," "individual performance," and "need & expectations." 8. School history influences teachers' performances in "exercising team-learning strategies" and "team performance." Teachers from schools with short history perform better than those with long history. That is, long history schools meet more predicaments and barriers than short history schools. 9. Different teachers' positions affect their performances in items of "individual cognitions and attitudes" and "individual performance." Obviously, principals perform better than other positions. In "lack of budget support," school directors perform better than homeroom teachers. Under the item of "lack of administrative backup," homeroom and subject teachers scored higher than school chiefs in "heavy school clerical work." 10.Age discrepancy also acts on teachers' performance in "exercising team-learning strategies," "individual cognitions and attitudes," "team performance," and "individual performance." Teachers of age above 51 perform better than people of different ages. 11. Different teaching seniorities influence teachers' performance in "individual cognitions and attitudes," "team performance," and "individual performance." Teachers with over 21years' seniorities perform better than others with less teaching years. 12.Among various types of learning teams, "grade teacher team" scored higher than other teams in "exercising team-learning strategies," "individual cognitions and attitudes," as well as "team performance." Besides, the obstacles which Committees of School Curriculum Development and curriculum panels for each Learning Area meet are higher than other groups in "environmental predicaments," "team members' predicaments," and "individual predicament."
|Appears in Collections:||Thesis|