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The purpose of this study was to explore teacher's professional development of junior high and elementary schools in HsinChu County. The researcher collected relevant literature and designed questionnaires from teacher professional development content areas, implementation modalities, participation time, participation in the hours, etc., to analyze the current situation in Hsinchu County. This study used survey research method, and the subjects were 222 principals and teachers from 111 junior high and elementary schools in HsinChu County. Then the study used in-depth interviews for qualitative analysis. Data collection and analysis to quantify the data and the qualitative interviews supplemented. Quantitative Information was analyzed by statistical software SPSS 12.0 version and descriptive statistics analysis, percentage test of homogeneity, average statistical analysis were used in the study. Qualitative Information was recorded, pooled analysis from qualitative interview data. Finally, the researcher provided the study results and discussion of the findings of this study. Six observations are concluded from this research: First, teachers most commonly involved in in-service teacher training content, and the highest proportion was teaching knowledge, and most teachers were in need of classroom management. Second, Hsinchu County teachers to participate in the teacher's professional development is the most common mode of presentations, discussions, and most teachers were satisfied with the training mode of academic professional studies. Third, the time of most teachers participate in professional training is Wednesday afternoon, while the teachers thought that the most appropriate time to apply for professional development is the winter and summer. Fourth, every semester hours that Hsinchu County teachers participate in professional development are of 31 hours or more, and its demonstration of Hsinchu County to promote professional development of teachers spared no effort. Fifth, Teachers have high degree of self-recognition about taking the training courses and the need of professional development. They are helpful on teaching knowledge and interpersonal level of professional education. Sixth, in response to the advent of the knowledge economy, education-related planning authorities should actively popularize digital learning platform, so that all teachers participate in professional development to remove the restrictions to facilitate teacher education is not limited by arbitrary.
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