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The Improvement in Teacher Competence of Intensive-concern Program by Adventure Education Training Course
intensive-concern program teacher
The purpose of this study was to explore the improvement in teacher competence of intensive-concern program after participating in adventure education training course, to find out what elements in the course contribute to the improvement, and to provide teachers’ suggestions toward the course. The researcher had conducted the survey by semi-structured interview. There were six junior high intensive-concern program teachers who took part in the adventure education training course held by Taipei County bureau of education. Major findings are as followed: 1. The improvement in teacher competence of intensive-concern program is classified into three dimensions. First, “teaching competence” includes “forming multiple adaptive curriculum concept,” “setting curriculum goal attending to life issues,” “using activities and being creative in designing curriculum content,” and “emphasizing the importance of process and facilitation of expression in curriculum evaluation.” Second, “counseling competence” includes “having keen observation in assessment,” “using intervention activities, being patient when waiting for responses, and showing acceptance with empathy in counseling,” and “handing student affairs with reasonable expectation and getting self-care at the same time.” Third, “professionalism,” includes “educational interest about having strength in confidence and attempt on improvement,” “educational attitude of willing to show equalization and to accept impacts without hesitation,” “educational ideal of having belief,” and ”educational enthusiasm of willing to promote experience and seeking improvement in competence.” 2. There are four ingredients of the adventure education training course which contribute to the improvement in teacher competence, and each includes different components. First, “adventure education program,” includes components as “core spirits as experiencing, reflecting, and emphasizing teamwork,” and “curriculum content which is designed as adventure-wave model, practice-oriented, and presents risk.” Next, “camp-designing task,” includes components as “the coordination of preparation and the challenges in process planning,” and “both positive and frustrating experiences while facilitating.” Third, “facilitator,” includes components as “characteristic of authority and the image of putting knowledge into practice,” and “professional demonstration as attitude, strategies, and focus during facilitating.” Fourth, “participants,” includes components as “educational enthusiasm and the will to show empathy and support in characteristics and beliefs,” and “sharing experiences based on multi-background.” 3. Research participants gave suggestions toward both “training course” and “teacher developer” of the adventure training course. First, they suggested “course frequency” should be increased; contents as “student counseling issues,” “risk management,” “outdoor activity skills” and ”task practicing” should be added to the training course. Meanwhile, the facilitator should have “the awareness of local culture.” In addition, they suggested teacher developers should “confirm the benefit of adventure education and encourage teachers to promote in school” as well as “clarify the expectation toward course outcome and consider teachers’ readiness at the same time.” Based on this study, the researcher presents suggestions for future researchers.
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