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| Title: | 我國國民中小學校長儲訓課程規劃之研究 |
| Other Titles: | The Planning of Principal Training Curriculum in Elementary and Middle Schools |
| Authors: | 陳木金;楊念湘
Chen,Mu-Jin;Yang,Nien-Hsiang |
| Contributors: | 教育學院 |
| Keywords: | 校長儲訓
課程規劃
中小學校長 |
| Date: | 2011-02-10 |
| Issue Date: | 2011-06-06 14:38:16 (UTC+8) |
| Abstract: | 「校長儲訓課程」乃指為有志成為校長者，透過一系列專業的職前課程及實習，得以獲得校長任用資格，且能發展出兼備校長職務所需的各項知識、心向與能力的完整系統規劃之教育歷程與工作能力訓練。本研究根據探討國內外學者及教育主管機構對校長專業發展的看法，統整歸納校長專業的五大核心能力（校務發展、行政管理、教學領導、公共關係、專業責任）及校長能力的四大儲訓課程（專業培育課程、實務實習課程、師傅教導課程、博雅通識課程），做為研究校長儲訓課程規劃的內涵，並試著將校長專業五大核心能力融入於校長儲訓課程的設計，之後舉辦學者專家焦點座談，針對校長儲訓課程設計之意見進行內容分析，進而歸納統整出儲訓課程規劃之具體內容，提出四點結論：一、「專業培育課程」應兼顧理論與實務之需求；二、「實務實習課程」應深入瞭解學校所面臨的問題，兼顧標竿與個案學習；三、「師傅教導課程」應強調師傅校長經驗傳承與互動分享；四、「博雅通識課程」應重視大師專題講座，培養領導者的博雅通識氣度，並提出相關建議，提供教育行政機關、儲訓單位及未來研究之參考。 |
| Relation: | 教育政策論壇,14(1),143-180 |
| Description: | “Principal training curriculum” are referred to the educational process and the training of working abilities which can acquire the qualification of principal and develop all kinds of knowledge, tendency, and ability through a series of professional pre-occupation curriculum and internship. We probed the viewpoints of domestic scholars, foreign scholars, and educational administration organizations; we integrated the five core competencies of principal profession (concluding school affairs development, administration management, instructional leadership, public relationship, and professional responsibility) and the four training curricula of principal competency (concluding profession, internship, mentorship, and principalship). We tried to merge the five core competencies into the four training curricula, and developed the actual planning content of the training curriculum through analyzing the discussion content of scholars and experts. According to the findings, we proposed the four conclusions: 1. “profession” should take both theory and practice into consideration; 2. “internship” should understand in depth the questions which schools confront and take both benchmarking and case study into consideration; 3. “mentorship” should emphasize that the inheritance of experiences, interaction and sharing; 4. “principalship” should pay much attention to the master designated speech in order to cultivate the principalship bearing of leaders. Finally, we proposed conclusions and suggestions, hoping to benefit the planning of principal training curriculum in elementary and middle schools in the future.
Keywords: internship, mentorship, principal training curriculum, principalship,
profession |
| Data Type: | article |
| Appears in Collections: | [教育學系] 期刊論文
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| 5-54.pdf | 文件檔案 | 418Kb | Adobe PDF2 | 1832 | View/Open |
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