A Study on the Professional Competencies of Gifted Teachers Concerned with Science Course in the Elementary Schools
| Autor: | Chen, Ming-Jen, 陳明仁 |
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| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 This study aimed to discover and understand how Gifted Teachers concerned with science course in the Elementary Schools evaluate the importance of, how they possessed with, and what they need to improve in professional competencies. This research contained a questionnaire survey of 44 gifted teachers who were concerned with science course in the elementary schools of Taipei City in the year of 2012. First, the researcher modified the “Questionnaire on professional competencies of the mathematical-logic gifted teachers in junior high schools” (Yan, 2008) as the research tool. Samples were analyzed by descriptive statistics, t-test, variance analysis, and correlation analysis. Major findings of this study were as following: 1. All the Professional competencies were evaluated significantly higher than “important”, and the aspect of “related knowledge in science education” was the only one rated as “unimportant” by none. ”. The differences between aspects were insignificant. 2. The level of possession of all 8 aspects of professional competencies was evaluated significantly higher than “normal”, and was rated significantly lower than the level of importance. The professional competencies of “communication and coordination”, “identification and assessment”, “instruction-design and class-management”, and “work attitude and professional growth” were rated significantly more than those of “curriculum and program-design”, and “related knowledge in science education”. 3. There were significant needs for development in all 8 aspects and entire of professional competencies. The need for the professional competencies development of “related knowledge in science education”, the priority need was significantly more needed than those of “communication and coordination”, “identification and assessment”, “laws and regulations”, and “work attitude and professional growth”. 4. “Related knowledge in science education” was the only one aspect, which “level of importance” and “level of possession” without significant relation. 5. The facts of “district”, “the degree of education”, and “special education background” did not significantly affect the rate of importance and possession. 6. On the rate of the importance, teachers who offered courses about independent research or seminar were rated highly important in the aspect of “instruction-design and class-management”. 7. On the rate of the possession, male teachers were significantly better than female teachers in the aspect of “related knowledge in science education”; teachers, who has taught more than 11 years in gifted class were significantly better than those who processes 6~10 years of experience as a gifted teacher in the aspect of “identification and assessment”; teachers who majored in science course, were significantly better than teachers from other majors in the aspect of “related knowledge in science education”; and teachers who offered both science course and courses about independent research or seminar, were significantly better than those who offered courses only about independent research or seminar in and around “related knowledge in science education”. They also rated better than those only offered science course in the aspect of “curriculum and program-design”, “instruction-design and class-management”, “guidance and transference-chasing”, and the whole professional competence. 8. Teachers who teach science course on the side, needed more development skills in the aspect of “related knowledge in science education”, “curriculum and program-design”, “instruction-design and class-management”, “guidance and transference-chasing”, and the whole professional competence than teachers mainly responsible for science course. Finally, all the findings, and suggestions in this study were intended for the education authorities, teacher’s training institutes, and teachers of gifted education as future reference. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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