體驗區
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| 篇名 |
以系統動態學觀點探討影響中小學教師專業發展因素：以教學訪問教師計畫為例
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| 並列篇名 |
Exploring the Influential Factors of the Primary and Secondary School Teachers’ Professional Development from the Perspective of System Dynamics
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| 作者 |
馮莉雅(Feng Li Yia)
、曾素秋(Tseng Su Chiu)
、陳昭宇(Chen Chao Yu)
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| 中文摘要 |
以往我們常以單純的線性思考探討變項間的關係，然而事物的因果關係卻是一連串變數的鏈結與交互作用。系統動態學善於將複雜的問題以宏觀角度，用簡單清楚的直觀圖形表達因果邏輯。本研究目的乃從系統動態學的觀點探討影響中小學教師專業發展之因素，應用系統思考繪製因果回饋環路圖，建置教師專業發展因素之解釋模組，並以焦點團體訪談資料加以驗證。研究發現：1.影響教師專業發展，包含：教師條件、社會網絡與環境條件三大構面。2.以系統動態學觀點繪製之因果環路總圖觀之，教師專業發展受三個構面影響，各構面內含之次級因子產生複雜、正負向的因果關係，並且形成多個因果回饋環路及次級循環。根據本研究之結論，提出對教師專業發展及未來研究之建議。
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| 英文摘要 |
In the past, we often used simple linear thinking to explore the relationship between variables. However, the causal relationship of things is the chain and interaction of a series of variables. System dynamics is good at expressing complex logic in a simple and intuitive graphical representation of causal reasoning. The purpose of this study was to explore the influential factors of the teachers’ professional development of the primary and secondary schools from the perspective of system dynamics. This study drew a causal feedback loop diagram of the teachers’ professional development by applying system thinking, built a system architecture, and verified it with primary data. The research findings were the following. Firstly, the influential factors of teachers’ professional development included three conditions such as teacher conditions, social networks, and environmental conditions. Secondly, three facets influenced the teachers’ professional development. The secondary factors contained in each aspect produce complex, positive, and negative causal relationships and formed multiple causal feedback loop and secondary loop. Based on the conclusions, this study proposes some suggestions about teachers’ professional development and future research.
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| 頁次 |
153-196
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| 關鍵詞 |
教師專業發展
、系統動態學
、教師專業成長
、教學訪問教師
、Teachers’ professional development
、System dynamics
、Teachers’ professional growth
、Teaching visiting instructor
、TSSCI
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| 卷期 |
23:4
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| 日期 |
202010
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| 刊名 |
課程與教學
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| 出版單位 |
中華民國課程與教學學會
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| DOI |
10.6384/CIQ.202010_23(4).0006
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