英文摘要 |
This paper employed an action research approach to investigate a program for beginning teachers’ induction training during the first se¬mester of the 2022 school year. It documented the policy implementation of the Educational Department of Taitung County Government, which employed external academic resources to train local talents and sought to solve local education problems. Most primary and secondary schools in Taitung County are predominantly small size with small classes, and with only one teacher teaching a single subject and grade level in each school. The Educational Department established distance cross-school teacher communities for small schools’ teachers to develop collaborative teaching on the same subject and grade level in several schools. The community members then developed co-preparation, co-teaching, co-observation, and post-class co-discussion, led by mentor teachers for beginning teach¬ers to practicing lesson study. The tasks in communities included decon¬structing textbooks, identifying key points of instruction, and design¬ing concept-based and inquiry-based teaching methods to enhance the community members’ digital technology teaching knowledge. The study found that this approach increased teacher-student and student-student interactions, changed the classroom climate, increased student engage¬ment in learning, and fostered teachers’ professional growth. |