英文摘要 |
This study conducted a meta-analysis of the new model for a teacher continuous professional development support system constructed by the Education Department of Tainan County Government, using the theo¬retical lenses of activity theory, expansive learning, structural holes, and agency. The implicit knowledge acquired by participants through the pro¬cess of expansive learning was made explicit through writing, and rel¬evant diagrams were used to visualize thinking to facilitate the sharing of this process knowledge. Based on the meta-reflections on the process of constructing the new regional ecological network support system model, recommendations were made for individual teachers, school leaders, and local governments. It was hoped that relevant agents would further refine and improve teaching plans to enhance teacher professional development and curriculum quality. A three-tier“central, local, and school”support system was proposed to meet the specific needs of the local education¬al context, allowing schools in remote areas to form regional ecological networks, cultivate local talents to fill structural holes, and demonstrate agency in leading cross-school teacher network communities of practice to support school curriculum development and teacher professional de¬velopment, thereby implementing the new curriculum guidelines. |