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|Other Titles:||From “Being Seen" to “Enable to See": a Case Study of Public Instruction in the Context of Learning Community to Promote Professional Development|
Office of Teacher Education and Career Service
By adopting a case study, the present study aimed to explore the positive meaning of public instruction in the context of learning community to promote professional development. The case was an elementary school teacher with more than 20 years of teaching experience, whose school was designated to implement the practice of learning community two years ago. Due to this reason, he has conducted several public instructions. Research results indicated that the teacher considered those actions occurred in the learning community, including the collaborative planning of lessons prior the instruction, the focus of classroom observation during tl1eJinstruction, and the extensive discussions and dialogs after the instruction were all different from those in the traditional public instruction, which has a significant impact on him. Furthermore, being seen in public instruction has enabled him to better see students' improvements, which motivates him to engage in professional learning activities, and consequently, promotes further changes himself. The authors thus suggest that this type of public instruction could serve as a medium for future professional development in Taiwan.
|Appears in Collections:||中等教育|
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