教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31276
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Item Supporting teachers’ reflection and learning through structured digital teaching portfolios(Wiley-Blackwell, 2009-08-01) Sung, Y. T.; Chang, K. E.; Yu, W. C.; Chang, T. H.Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.Item Using blogs as a professional development tool for teachers: Analysis of interaction behavioral patterns(Routledge, 2009-12-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingThe coming era of Web 2.0 focuses on users' active online participation and interaction. Among such interactive media, the blog is one representative tool of online knowledge construction. The purpose of this study is to explore the behavioral patterns and the depth of knowledge construction when using blogs for teachers' professional development. This research combines quantitative content analysis, sequential analysis, and qualitative protocol analysis. We studied how 470 teachers used blogs to conduct instructional knowledge interactions prior to the intervention of teacher educators and analyzed the teacher's behavioral patterns and the depth of knowledge construction. On the basis of the discovered behavioral patterns, we see that although blogs can serve as a channel for teachers to share teaching information, the aspect of knowledge construction is limited. We point out these limitations, and provide suggestions on how teacher educators can guide interactions during training. We also suggest how system developers can adjust blog functions to facilitate the discussion quality of online teacher communities.Item 國中教師電腦知能學習研究---藝能科(III)(2002-07-31) 邱貴發本研究的目的在於提出一個可促進教師之資訊科技融入教學知能與實務的方式。我們和一位國中美術老師合作，以教師需求中心（個人化）的方式，設計了一個專屬於教師個人教學的教課輔助系統，建了一個專屬於教師個人的教學網站，並實際在美術課上試用。蒐集的研究資料包括錄影、學生問卷、網站、及教師訪談。本研究的結果中，協助美術教師運用資訊科技於課堂教學的歷程，可提供給教師訓練者參考；教課輔助系統可經由小幅度的修改，掛到美術教師的個人教學網站上；美術教學單元的教材，可供其他美術教師教學使用。這個研究尚未能提出一整套資訊科技融入美術教學的模式。