The Study of the Current Status of Teaching Portfolios and Their Functions in Elementary Schools
| Autor: | Po-Jung Hsu, 許柏榮 |
|---|---|
| Rok vydání: | 2004 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 93 The purpose of the research is mainly to explore the practices and functions of teaching portfolios in elementary schools. In addition to literature review, questionnaire survey is used to collect data of the current practice and functions of teaching portfolios in elementary schools. 570 subjects are selected from public elementary schools. There are 513 effective questionnaires among the subjects. The statistical methods used in the research include the mean, frequency distribution, percentage, t-test, and one-way ANOVA. Based on the result of data analysis, five conclusions are drawn as follows: 1. The majority of teachers in elementary schools have done teaching portfolios. (1) Approximately 75.8% of teachers have done teaching portfolios currently. (2) Most elementary teachers spend five semesters doing their teaching portfolios. Other teachers make their efforts to do teaching portfolios: The order ranges from two semesters, four semesters, three semesters, and one semester to less than one semester. Doing three-semester rate is up to 62.7%. (3) Three main reasons for teachers doing teaching portfolios are to support teaching, to promote professional development, and to assist students in how to learn. (4) Three main advantages of teaching portfolios for teachers are to help teachers reflect upon teaching and then to improve teaching skills, to show teachers’ teaching efficiency, and to help teachers plan and prepare before teaching. (5) In the process of doing teaching portfolios, teacher found three main problems and difficulties: it takes much time to do teaching portfolios, because the contents and items are numerous, its’ difficult to record immediately during and after teaching and it’s hard to show teachers’ performance. (6) In the process of building teaching portfolio, the most important thing teachers need is to set standards or criteria for them to use. 2. The completeness of teachers’ teaching portfolios only reaches the medium level. (1) Giving an overview of the contents for a teaching portfolio, the researcher finds that teachers perform best in reward, teacher’s background, observation and record, and planning for teaching. Basic forms of portfolio rank second. The worst items are records of professional growth, and reflection on teaching. (2) Giving an overview of the components of all, its average completeness is about 56.5%, remaining the medium level. 3. Teachers’ attitudes toward the functions of teaching portfolio tend to be medium up to positive. 4. Significant differences exist among teachers’ opinions of different background variables toward the functions of teaching portfolios. (1) Significant differences are also found among teachers’ opinions of different gender, positions, understanding level, and school size toward the functions of teaching portfolios. (2) Significant differences are also found among teachers’ opinions of different gender, positions, understanding level, and school size toward the function of teaching portfolio in every level. 5. Teachers’ attitudes toward teaching portfolios used as a reference to evaluating teachers’ performance and to giving a teaching position tend to be both positive and negative. However, cons are more than pros. Based upon the conclusions of the research, some suggestions are made for educational administration agencies, elementary school authorities and follow-up research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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