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High School Art Teachers’ Interdisciplinary Leadership and Team Teaching—A Case Study of High Scope Project (2007~2010) in Zhongshan Girls High School
Jo Chiung Hua Chen
With the high-scope project teacher group in Taipei Municipal Zhongshan Girls High school as an example, this present study investigates the progress of art and science teachers’ inter-disciplinary team teaching in high schools and their practice of teacher leadership in class. It conducts a series of in-depth interviews, file tracking, and document analysis, with the hope of understanding the patterns, strategies and effects of art teachers’ teamwork with teachers from other subjects and of their integrated curriculum design and operation. The research results, which serve as consultation for further studies on curriculum and pedagogy innovation, are as follows: 1.Thematic and circulating inter-disciplinary team teaching is an effective mode to achieve policy-oriented action research: The goal of the high-scope project of Taipei Municipal Zhongshan Girls High School is developed from the objective of the school-based curriculum. To achieve the goal of this project, art teachers and science teachers form a teacher group to design the integrated curriculum. The multi-subject team teaching by this teacher group is thematic and circulating. Their teaching process is featured by concentrated discussion and distributive teaching. In totality, the patterns and progresses of their team teaching during three years represent a complete action research. 2.Distributive leadership” and “empowerment” are effective teaching strategies for inter-disciplinary cooperation: Art teachers and science teachers show respect to each other’s professions and share their teacher leadership. The teacher group demonstrates the theoretical characteristics of teacher leadership such as “distributive leadership” and “empowerment”. They put teacher leadership into practice in four aspects: character, skill, performance and effect. The effect of leading achieved by art teachers in the group is manifested in class management and teaching methods. Moreover, art teachers often play the guiding role in curriculum design, teaching collaboration and publicizing. 3.Art teachers’ inter-disciplinary leading and team teaching manifest the effects and influences of course activation, learning innovation and teacher change: This is mainly observed in the three aspects of curriculum, students, and teachers. The effects on curriculum show themselves in three course-activating functions: “multiple pedagogies and alternative assessment,” “group cooperative learning” and “adaptive teaching”. For students, the effects contribute to learning innovation in four aspects: “increasing high school girls’ interests in science experiments,” “improving the potency of creative design and observing,” “enhancing the capacity and attitude of creative thinking” and “expanding the capacity of teamwork and diversified thinking”. The project also has influences on teacher change, which includes “accentuation of art teachers’ role definition and leading value,” “growth of professional teaching competence and teamwork capacity,” “awareness and action of sharing and devoting” and “positive impact on the culture of school teachers as a professional society”. Finally, the findings of the present study will be the base of further suggestions for the practices of and studies on art teachers’ inter-disciplinary teaching.
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