「自擁式」校本教師發展模式

Research output: Contribution to journalArticle

Abstract

本文首先分析一般的校本教師發展計畫的弱點。然後提出並描述了筆者在研究當中總結出來的一個名為「自擁式」校本教師發展模式。這個模式共有六個步驟:包括(一)確立目標、(二)參與工作坊、(三)共同備課、(四)同儕觀課、(五)評課、(六)反思。模式的優點是它為教師所擁有,教師可按大家所能適應的步伐進行,互相扶持邁向共同的目標,結果為大家所享,包括學生、家長、教師和校長。
This paper begins with an analysis of the weakness of a general model of school-based teacher development. Then the author recommends a self-owned model of school-based teacher development which is developed from his study. This self-owned model consists of 6 phases: (1) setting objectives, (2) participation in workshops, (3) collaborative lesson preparation, (4) peer observation, (5) post-lesson conference and (6) reflection. The model is effective in that it gives ownership to teachers in working in collaboration with their peers as well as staff developers in planning and implementing an innovation. Stake-holders including students, parents, teachers and principals can benefit from this model. Copyright © 2010 The Hong Kong Institute of Education.
Original languageChinese
Pages (from-to)75-78
Journal香港幼兒學報
Volume9
Issue number2
Publication statusPublished - Dec 2010

Citation

陳錦榮(2010):「自擁式」校本教師發展模式,輯於《香港幼兒學報》,9(2),頁75-78。

Keywords

  • Alt. title: A self-owned model of school-based teacher development