英文摘要 |
The purpose of this study is to explore how to use the ''ecosystem'' point of view when constructing a professional community of teachers to see the roles and responsibilities of the relevant administrative measures and actions in the development of teachers' professional development. In addition, the establishment of an administrative system, the integration of internal and external resources, and the establishment of the core values of principals, directors, and community leaders, in order to enable the professional community of teachers to operate sustainably. Researchers also hope to investigate and understand the relevant opinions of community members when they participate in professional development of teacher, so as to serve as an important reference for the future policy planning and implementation of administrative departments. From the viewpoint of ''ecosystem'', this study explores the actual operation of teacher communities and the connotation of professional growth of community members, as well as the relevant situations with action research characteristics, so as to provide a reference for the strategy formulation and practice promotion of school professional communities. According to the above research methods, the main conclusions of this study are as follows: First, Under the current trend of pursuing organizational effectiveness and sustainable development, through the interaction between biological and abiotic factors, the exchange of substances and the transfer of energy are continuously carried out, and through the connection of material flow and energy flow, complete a form for ''teacher professional community ecosystem''. Second, the school administrative team shoulders the role of a considerable degree of supporters in the development of the professional community of teachers, and strives to build a habitat suitable for community development. Finally, under the effective integration of the internal and external resources of the school and the teacher team, the professional community of teachers can be funded for study and visits, and through the integration of academic and practical resources, action research can be carried out to solve related problems at the teaching site. This study suggests that leaders, executives, and teaching teams share the same vision, shape and build core values through dialogue, and allow team members to integrate with organizational development goals so that everyone can become a community leader. |