The Influence of Learning Communities on Professional Growth of Special Education Teachers in Taichung Junior High School
| Autor: | LIN, YEN-PO, 林彥伯 |
|---|---|
| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 The main purposes of this study are to explore the influence of learning communities on the professional growth of special education teachers, and how the multiple domains of the professional growth process are changed. In this study, eight special education teachers who have participated in the learning communities are selected as the participants from the junior high schools in Taichung City. The Interconnected Model of Professional Growth proposed by Clarke and Hollingsworth (2002) is adopted as the framework and the semi-structured interviews and document analyses are also involved in the study. In addition, the data are collected and organized for the four domains of the teachers’ professional growth processes and the interaction among them. Finally, the conclusions are drawn as follows: 1. The professional growth processes of the special education teachers in learning communities are not all the same; however, most of them are inclined to this type of “Growth Networks”. Different types of “Growth Networks” represent a steadily growing circulation in their professional growth toward most of the teachers surveyed. It also shows that the teachers’ professional growth processes are complex and diverse. 2. In the learning community, the key points to the four domains of the special education teachers’ professional growth processes are inclusive of: (1) The information provided by the learning community includes special education expertise and skills. (2) Collaboration is the characteristic of the community teachers teaching practice. (3) Teaching practice in the learning community promotes changes in teaching and learning efficiency of teachers and students. (4) Learning community leads the teachers to adjust their implicit knowledge, beliefs and attitudes. 3. The impact of the learning community on the teachers’ professional growth includes: (1) Various activities in the learning community let special education teachers acquire educational knowledge and teaching skills. (2) The learning community emphasizes on the outcome, and that makes special education courses and instructional designs closer to the needs of special students. (3) The funding for the learning community allows relevant professionals to offer their guidance and feedback to the teachers in the learning community. (4) The characteristic of collaboration in learning communities can promotes teachers to professional grow together. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|