台灣北部地區國民中學學習領域召集人專業對話之微觀政治權力策略分析

許芙蓉

doi:10.6344/NTUE.2012.00202

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台灣北部地區國民中學學習領域召集人專業對話之微觀政治權力策略分析

An Analysis of Learning Field Learners’ Micropolitical Power Strategies on Professional Dialogues in Selected Junior High Schools in Northern Taiwan

許芙蓉 , Masters　　Advisor：林曜聖　　

繁體中文 DOI： 10.6344/NTUE.2012.00202

學習領域召集人；專業對話；微觀政治權力策略； learning field Learners’ ； professional dialogue ； micropolitical power strategy

Abstract │ Reference (200) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This study aimed to explore the situation and differences of micropolitical power strategies used by the learning field learners’ in Northern Taiwan’s public junior high schools in professional dialogue with the teachers of the same area ,exploring from the four specific perspectives:「leadership of curriculum and instruction - routine work of learning areas」、「leadership of curriculum and instruction - research of teaching and curriculum」、「providing professional growth –outside teacher growth enhancement courses」and「providing professional growth - self-motivation to study further」.
Focus group interviews and questionnaire survey were used in the study. The objects of this study were the learning field learners’ in Northern Taiwan’s public junior high schools. The researcher sended out 768 copies of questionnaire , and received 747 effective copies of questionnaire. The results of the survey were analyzed by descriptive statistics, t-test and one-way ANOVA. According to the result of this study, the researcher provides some special suggestions to the learning field learners’ and researchers on improving school efficiency.
This research conclusion as follows:
1.Learning field learners’ in Northern Taiwan’s public junior high schools rated their professional dialogues as lower.
2.Learning field learners’ in Northern Taiwan’s public junior high schools rated their use of micropolitical power strategies as lower.
3.There is significant difference on the micropolitical power strategies used by the learning field learners’ in Northern Taiwan’s public junior high schools of the different sex and school scale , when the teachers were in professional dialogue of the three specific perspectives:「leadership of curriculum and instruction - routine work of learning areas」、「leadership of curriculum and instruction - research of teaching and curriculum」、「providing professional growth –outside teacher growth enhancement courses 」.
4.There is significant difference on the micropolitical power strategies used by the learning field learners’ in Northern Taiwan’s public junior high schools of the the different school scale when the teachers were in professional dialogue of the 「providing professional growth - self-motivation to study further」 specific perspective.

Reference ( 200 ) 〈TOP〉

王孝勇（2009）。掙脫語言的枷鎖？從Mikhail Bakhtin 論「表述」談起。政治與社會哲學評論，30，203 -244。
連結：
王秀玲（2010）。國民中學學習領域召集人課程領導現況之調查研究。中等教育，61（1），34-51
連結：
王蔚婷（2008）。孔夫子與弗雷勒的教育對話：結合儒家教育哲學與解放教育哲學之另類教育。新使者，4，24-27。
連結：
何佳瑞譯（2008）。理解的普遍過程：高達美詮釋學中的七個關鍵字。哲學與文化，35（2），121-139。
連結：
余朝權（1990）。領導綱領。臺北：遠流。
連結：

Times Cited (1) 〈TOP〉

盧俞鈞(2014)。探討數學形成性評量團體成員之專業對話與專業成長。國立臺北教育大學數學暨資訊教育學系學位論文。2014。1-244。

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