Relevant bibliographies by topics / 教師教育

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic '教師教育'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "教師教育"

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LI, Chunxiao, and Shihui CHEN. "Implementation of Curriculum Planning on Inclusive Physical Education in Primary Schools in Hong Kong." Asian Journal of Physical Education & Recreation 17, no. 2 (December 1, 2011): 57–65. http://dx.doi.org/10.24112/ajper.171877.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to examine how regular primary school PE teachers planning their inclusive physical education in Hong Kong. The questionnaires (IPESDQ) and cover letters with instructions for completing the questionnaire were delivered to 115 physical educators. A follow-up was made to contact nonrespondents two weeks and the final return rate of the survey was at 72.2% (n=83). Results showed most teachers (49.4%) used the curriculum guidance draft by themselves; only 10.4 % of teachers used individualized education plan (IEP), the most common teaching object (74.0%) was for understanding and enjoying exercise and sports; basketball, track and field, football, game, rope skipping, volleyball, badminton, and gymnastics were popularly used for teaching; Direct instruction strategy was popularly used by 72.7% of teachers and only 7.8% of teachers used inquiry teaching for inclusive physical education; Most teachers used sport skills (94.8%), attitude (92.2%) as evaluation contents. Perspectives for developing inclusive physical education service delivery were provided at last. 本研究採用修訂後的《融合體育教學》問卷，對小學體育教師進行了調查，目的在了小學體育教師如何規劃融合體育教學。83位教師回應了此次調查，經過統計後發現，49.4%的教師使用自己制定的課程綱要設計融合體育教學，僅有10.4%的教師採用個別化教學計劃(IEP); 教師普遍以瞭解和享受體育運動作為課堂教學目標(74.0%)；籃球，田徑，足球，遊戲，跳繩，排球， 羽毛球， 體操等教學內容受到教師的青睞；72.7%的教師採用直接教學法，僅有7.8%的教師使用探究式教學法；多數教師將運動技能(94.8%)，和態度(92.2%)作為評價學生學習的內容。
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楊忠斌, 楊忠斌. "自然美感經驗取向的教師專業發展." 彰化師大教育學報 35, no. 35 (December 2020): 081–101. http://dx.doi.org/10.53106/181983092020120035004.

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<p>教師專業發展的相關理論與實踐多集中於教育專業知能的提升，甚少關心教師的生活品質與生命提升，教育美學也很少觸及教師專業發展，未有將自然美感經驗融入教師專業的研究。本研究旨在以文獻分析法，輔以訪談法，探討自然美感經驗取向的教師專業發展之意涵、功能與實施方式。自然美感經驗取向的教師專業發展之意涵在透過自然美感的欣賞，豐富教師的生活與生命經驗，啟發教師對於生活、教學、教師志業、生命意義等靈性方面的省思，進而提升教師的專業能力。其功能有六項：提升主動進行教師專業發展的意願、提供課程與教學創新的源泉、促進教師的班級經營能力、提供生理與心理治療的效果、強化環境教育素養、提升生命品質，培養生命的智慧。本研究最後並提供一些具體的實施原則與建議供中小學參考。</p> <p>&nbsp;</p><p>Theories and practices of teachers’ professional development almost focus more on improvement of educational profession knowledge than life of teachers. Researches of educational aesthetics seldom apply natural aesthetic experiences on teachers’ professional development. This study aims at using literature analysis as the method, supplemented by interview, to inquire the meaning, function and implementation of teachers’ professional development based on natural aesthetic experience. The meaning of this approach is to enrich teachers&rsquo; life experience, and enlighten their reflection on daily life, teaching, vocation, and life meaning, then can improve professional competence further more. There are six functions of teachers’ professional development based on natural aesthetic experience as: improving the will to engage teachers&rsquo; professional development actively; affording the resource of innovation ideas on curriculum and teaching; improving competence of classroom management; affording effects on physical and psychological therapy; enforcing literacy of environmental education; promoting quality of life and life wisdom. Finally, this study also provides some principles and suggestions of implementation for elementary and junior high schools.</p> <p>&nbsp;</p>
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Juei-Hsin Wang, 王瑞壎. "素養導向下校長在職進修規劃與實際之案例分析." 教育研究月刊, no. 325 (May 2021): 25–39. http://dx.doi.org/10.53106/168063602021050325002.

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本文首先探討現階段教育相關法令，檢視中小學校長在職進修之規劃，包括《國民教育法》、《偏遠地區學校教育發展條例》、《教師進修研究等專業發展辦法》、《師資培育法》、《教育部補助直轄市縣（市）政府精進國民中學及國民小學教師教學專業與課程品質作業要點》等，探討校長在職進修的相關途徑與課程實際作為。以經濟合作暨發展組織（Organization for Economic Cooperation and Development, OECD）之學校改進的架構，透過在職進修相關文獻分析、質性研究過程，進而撰寫案例與進行分析。據此，透過三位校長的訪談過程，分析三位校長對在職進修的看法。接續，提出校長在職進修規劃之啟示。最後，歸納本研究之結論與建議。
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CHRISTENSON, Robert, and David BARNEY. "Cooperating Teachers’ Expectations for Student Teachers During the Student Teaching Experience in Physical Education." Asian Journal of Physical Education & Recreation 17, no. 2 (December 1, 2011): 6–15. http://dx.doi.org/10.24112/ajper.171870.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. The student teaching experience is important. The student teacher wants to be successful during their student teaching experience. Part of working successfully with the cooperating teacher can greatly impact a student teachers success. The purpose of this study was to investigate school based cooperative teachers’ experiences with student teachers for the purpose of better preparing physical education teacher education majors for their student teaching. For this study 100 experienced physical educators were surveyed to find out what student teachers should expect to do to be successful when student teaching. One of the main findings from this study was for student teachers to successfully communicate with their cooperating teacher. 實習教學的經驗是教師成功的要素。本研究的目的是調查實習教師與學校教師的經驗交流，共調查了100位具備豐富教學經驗的體育教師，結果顯示實習教師與本科教師溝通是最重要的因素。
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LI, Chunxiao, Shihui CHEN, and Wing See Emily TSOI. "Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives." Asian Journal of Physical Education & Recreation 18, no. 1 (June 1, 2012): 76–84. http://dx.doi.org/10.24112/ajper.181867.

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LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。
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Richards, Jack C. "Exploring teacher competence in language teaching." Language Teacher 35, no. 4 (July 1, 2011): 3. http://dx.doi.org/10.37546/jalttlt35.4-2.

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Our understanding of the nature of teacher competence shapes the way we conceptualize the nature of teacher learning, and in turn, how we design teacher training and teacher development programs for language teachers. In this paper I will briefly consider 10 qualities or characteristics of exemplary language teachers in an attempt to conceptualise the nature of competence, expertise, and professionalism in language teaching. 教師の能力の本質に対する我々の理解が、教師の学びの特質を概念化する方法に影響を与えているが、同様に、語学教師のための教師養成と教師研修プログラムを計画する際にも影響を与えている。本論では、典型的な語学教師の10の資質・特徴を簡潔に述べ、語学教育における教師の能力、専門知識、専門性などの特質の概念化を試みる。
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CRUZ, Alberto, and Chung LI. "Practice of the Beginning Secondary School Physical Education Teachers." Asian Journal of Physical Education & Recreation 15, no. 1 (June 1, 2009): 61–81. http://dx.doi.org/10.24112/ajper.151770.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of the study was to investigate the practice of teaching of beginning secondary school physical education teachers. The problems and the factors that confronted the teachers in their first year of work were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced and the influence of the workplace factors on the practices of beginning teachers. Results indicated that the teachers adjusted their practices according to their school contextual conditions during their first year of teaching. The common practices of teaching were a) instructional approach, b) lesson preparation, c) contents, and d) classroom management. The workplace impact was mainly come from their students, administrators, and work responsibilities. The participants also employed socializing strategies in order to survive in schools. Findings of the study hold implications for the development and preparation of physical education teachers with respect to the influence of organizational socialization. 本研究目的是探討新任中學體育老師的教學工作。同時亦檢視新任教師任教時所遇到的困難及影響其教學工作的因素。十三位新任中學體育老師參與是次研究。透過被動參與式觀察、正式及非正式訪問、老師反思日誌及文件分析等方法收集數據。然後以持續比較法分析資料。結果顯示影響教師教學工作因素包括學生、校內管理人員及教師工作量。教師調整教學方式及採取社會化生存策略以配合學校需要。此等結果給予體育教師發展及培訓多方面啟示。
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LI, Chung, Alberto CRUZ, and Kevin Wai Keung KAM. "Serving PE Teachers’ Views on the Interface of Primary and Secondary School PE in Hong Kong." Asian Journal of Physical Education & Recreation 18, no. 2 (December 1, 2012): 14–23. http://dx.doi.org/10.24112/ajper.181842.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study explored the views of 296 serving physical education (PE) teachers concerning the interface of secondary and primary school PE in Hong Kong. Attached to the interpretive research perspective, questionnaire and follow-up telephone interviews were adopted for soliciting their views on the importance, measures taken and suggestions for improvement. The findings indicated that over 91% of serving PE teachers acknowledged the importance of interface for facilitating pupils’ learning. Similar articulations with the functions and content of school PE that facilitated the interface were found. Although 21% of them claimed that they had taken some measures for enhancing curricular interface, most of them were not systematic and well-planned. Thus, most PE teachers looked forward to a standardized curriculum stipulated by the Education Bureau as to ensure the effectiveness of the interface. The study suggests reinforcing teachers’ awareness of the interface of PE; considering the inclusion of PE in the internal school assessment for the Secondary School Places Allocation System and strengthening the interface from system, school and classroom levels. Consequently, it would enhance the learning and teaching in physical education. 本文旨在探討296位在職體育教師對中小學體育課程銜接的意見。研究以詮釋理念為依據，透過問卷及跟進電話訪談以顯證他們對體育課程銜接的重要性、實施措施和改善建議的意見。結果顯示九成一在職體育教師認同銜接對促進學生學習的重要性，認定學校體育功能和所教授內容相近，有利相關課程的銜接。雖然有百分之二十一在職體育教師表示已推展一些課程銜接措施，但有關銜接措施未見系統及計劃推行。大多數體育教師期望教育局能訂定一系列標準課程以確保其成效。本研究建議提升體育教師對課程銜接的醒覺性，考慮將體育納入為小學升中呈分試科目之一，並從系統、學校及課室等層面上優化中小學體育課程的銜接，促進學與教。
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NG, Robert Siu Kuen. "Profile of Job Satisfaction among Physical Education Teachers in Hong Kong and Their Intention to Change Jobs." Asian Journal of Physical Education & Recreation 4, no. 1 (June 1, 1998): 29–41. http://dx.doi.org/10.24112/ajper.41199.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate the job satisfaction of Physical Education (P.E.) teachers in Hong Kong and their intention to stay or leave P.E. profession and teaching career. By means of proportional stratified random sampling, 400 questionnaires of Chinese version of Job Descriptive Index (JDI) and Job in General (JIG) were distributed to the full time Hong Kong P.E. teachers. Useable data from 181 respondents (62.4% from primary school teachers; 45.9% were male) representing 45.3% response rate. The .05 level was employed to evaluate the significance of the statistical relationships.68.5% and 79.6% of P.E. teachers were dissatisfied or very dissatisfied in the facets of 'present pay' and 'promotion', respectively. 26.0% (n=47; male=18, female=29) of the respondents reported not willing to teach P.E. within 5 years. 'Physical and mental exhaustion' (29.5%) and 'dislike of teaching P.E.' (27.3%) were the most commonly stated reasons. 17.7% (n=32; male=15, female=17) of the respondents intended to leave teaching profession within 5 years. Their stated reasons were 'physical and mental exhaustion' (24.0%), 'changing job' (24.0%) and 'migration' (20.0%). Low multiple R squares were found between JDI, JIG and the demographic data. Implications of the study and recommendations for further research were suggested.本文目的是探討香港體育教師工作滿足感的概況及其在五年內離職的意向。這項研究採用分層隨機抽樣寄出四百份調查問卷。在一九九六年四月至六月期間收回可應用的問卷共181份，回應率爲45.3%。研究結果顯示接近七成及八成體育教師分別不滿意或非常不滿意他們現在的薪酬及晉升機會。在未來五年內，打算不任教體育科的教師佔26.0%(男=18人；女=29 人；合共47人)，其原因爲身心筋疲力竭的佔29.5%，對任教體育科失去興趣的佔27.3%。此外，有17.7%(男=15人；女=17人；合共32人)的體育教師打算在未來五年內離職，他們所持的原因分別爲身心筋疲力竭和轉職的各佔24%，移民外國的佔20%。研究結果促請有關部門及主管儘早訂立長遠計劃改善體育教師的待遇，以維持和提高現有教師對工作的積極性，進而 提升教師的工作滿足感。
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Nagatomo, Diane. "A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education." Language Teacher 35, no. 6 (November 1, 2011): 29. http://dx.doi.org/10.37546/jalttlt35.6-5.

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Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。
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Dissertations / Theses on the topic "教師教育"

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鈴木, 英一. "教師の教育研究の自由." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1988. http://hdl.handle.net/2237/4856.

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鈴木, 英一. "教師の教育研究の自由(二)." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1989. http://hdl.handle.net/2237/4875.

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隼瀬, 悠里. "フィンランドにおける教員養成の高度化に関する研究." Kyoto University, 2016. http://hdl.handle.net/2433/215258.

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曹崤仁 and Chang-Ren Cao. "陶行知師範教育思想之研究." 博士, 國立臺灣師範大學, 1986. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22086NTNU4331002%22.&searchmode=basic.

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楊鳳玲. "澳門非高等教育教師延續培訓政策取向研究." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1636445.

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黃善嫻. "澳門體育教師對體育課程改革的認知與其教學行為探討." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1643381.

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Fan, Nai Zhong, and 范乃中. "論教師的教育自由." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/17260659092919941040.

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LI, XU-YUAN, and 李旭原. "特殊教育教師職業教育教材編選之調查研究." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/72395952279423708091.

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CHEN, BAO-SHAN, and 陳寶山. "國民小學教師的教育價值觀." Thesis, 1985. http://ndltd.ncl.edu.tw/handle/87296318222872705827.

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ZHENG, HENG-MING, and 張弘明. "國小教師環境教育障礙之研究." Thesis, 1990. http://ndltd.ncl.edu.tw/handle/72184691922545395797.

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Books on the topic "教師教育"

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吳, 清山. 當代教育議題研究. 元照出版有限公司, 2021. http://dx.doi.org/10.53106/9789575115265.

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後疫情時代，為社會與教育帶來新的反思，如何在現有教育基礎下，融合社會變遷需求和科技發展，重建教育新思維，開展教育新作為，成為國家競爭力強大與否的關鍵所在。本書以「省思當代，發展未來」為主軸，提出當代教育中值得關注的課題，包括適性教育、教師專業責任、師資培育發展、教師換證制度、學校品質保證、校長素養導向領導、十二年國民基本教育、新冠疫情時代的教育治理與發展等，透過有系統、結構化和客觀的分析，協助教育工作者和關心教育發展的家長和社會人士理解當前教育重要議題的內涵和掌握教育發展的最新動態，以拓展教育專業視野及增進教育專業知能。
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程峻, 程峻. 雙語體育教學輕鬆上路. 高教出版, 2021. http://dx.doi.org/10.53106/9789575115715.

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<p>本書是作者為了提供中小學現職教師和師資培育生了解臺灣雙語教育之政策目標與教學現況，以及如何運用所提供之教學模板和英文體育專用術語資料庫，參考仿作設計雙語教案，期使能較為順利地進行雙語體育教學所撰寫的參考工具書。</p> <p>作者用最簡單、淺顯的文字，從2030國家雙語教育政策開始談起，讓讀者能掌握時事之趨勢與動態，建立起一致的雙語教學觀和做法；接著提出一般學科教師在雙語教學實施上所衍生和面臨的一些難題，例如，雙語教師之教學專業被學生質疑、教師對雙語教學之信心不足、主管機關、學校教師及家長三方面雙語教育觀的認知歧異等，並作者自身經驗的建議做法；隨後提供雙語體育教學策略之示例，以清楚掌握學科雙語教學的重要目標與內涵；同時提供簡單易進行仿作的教學模板示例、多樣的教案格式，以及四份作者撰寫的雙語體育教案QR code讓讀者參考、下載及轉化；更整理近期雙語教師甄選的相關訊息與教學演示之技巧，提供兼、代課教師及師資培育生們做好應試之準備；也延伸補充雙語體育教學的Q & A，將可能遇到的問題給予解決辦法之意見提供，以減少雙語教學路上的障礙。最後，作者有感於自身投入雙語教學之初，找尋學科雙語資料之不易，因此，將自己辛苦蒐整而來的體育較常用的課室生活用語、教育專業術語和全面性地體育運動項目專用字詞無私分享，讓讀者得以參考、選擇與運用，以減少蒐集英文語彙資料與備課的時間和精力。</p> <p>本書乃作者基於分享雙語體育教學經驗而撰寫，內容所述及之想法、建議做法和示例，雖非唯一的標準，然在讀者尚未能清楚建構自己的方向與目標之際，本書同時兼顧雙語體育教學之基本觀念與教學示例，隨著本書的編撰脈絡，將可引導讀者清楚了解雙語體育教學的內涵，不失為實務上絕佳參考、應用之著作。</p> <h3>作者簡介</h3> <h4>程峻</h4> <ul> <li>現職：臺北市長安國中體育教師</li> <li>學歷：國立體育大學運動科學碩士</li> <li>經歷：<br />國立體育大學師培中心兼任講師、十二年國教健體領域課綱研修委員、體育標準本位評量諮詢教師、康軒版國中體育教科書暨素養導向題庫編撰、臺北市現職雙語體育教師培訓第一期</li> <li>專長：體育教材教法、體育課程教學與評量、排球</li> <li>著作：<br />創意體育教學彙編（一）、創意體育教學彙編（二）、素養導向教學評量理論與實務（與謝名娟合著）</li> </ul>
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An-Min Li, 李安明, 謝傳崇 Chuan-Chung Hsieh, 林志成 Chih-Cheng Lin, 顏國樑 Kuo-Liang Yen, and 謝卓君 Chuo-Chun Hsieh. 教育行政新議題. 元照出版有限公司, 2021. http://dx.doi.org/10.53106/9789575115111.

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<p>由國立清華大學教育與學習科技系行政組教師共同合作，挑選當前教育政策與行政重要的新議題而撰寫，全書分為三篇，共計十章。領導篇：探討現代領導的權力與責任觀、正向教育、正念教育、校長教學領導。實務篇：探討素養導向特色的學校與文化、校園空間活化與美感營造、教師專業學習社群、教師公開授課。方法篇：教育政策研究權力取徑、教育政策後結構取向的研究方法。本書對於教育行政與學校行政實務工作、教師進修、修習教育政策與行政者參考，是一本深具價值的專書。</p> <h4>主編簡介：顏國樑</h4> <ul> <li>現職：國立清華大學教育與學習科技系教授兼系主任</li> <li>學歷：國立臺灣師範大學教育學系博士、美國UCLA訪問學者</li> <li>經歷：教育部組主任、國立新竹教育大學教育與學習科技系教授、評鑑中心主任、系主任</li> <li>研究專長：教育政策、教育法規、教育與學校行政、教育評鑑、教育政治學</li> </ul> <h4>李安明</h4> <ul> <li>現職：國立清華大學教育與學習科技學系教授</li> <li>學歷：美國俄亥俄大學雙語言教育行政博士</li> <li>經歷：國立清華大學教育與學習科技學系系主任、竹師教育學院院長</li> <li>研究專長：教育與學校行政、教學領導、組織行為、質性研究法</li> </ul> <h4>林志成</h4> <ul> <li>現職：國立清華大學教育與學習科技學系教授</li> <li>學歷：國立政治大學教育學博士、英國倫敦大學研究</li> <li>經歷：國立清華大學教育與學習科技學系系主任、臺灣教育大學系統委員、文化中心主任、主任督學、縣政顧問、校長協會顧問、教育審議委員會委員</li> <li>研究專長：教育行政學、行動智慧（行動科學、行動研究）、知識管理、專業發展與組織文化經營、特色學校經營、班級經營、校本課程與教學創新、教學卓越、情緒管理與生涯規劃</li> </ul> <h4>謝卓君</h4> <ul> <li>現職：國立清華大學教育與學習科技學系副教授</li> <li>學歷：英國巴斯大學管理學院博士</li> <li>經歷：國立清華大學師資培育中心組長、教育部公費留學高等教育學門</li> <li>研究專長：教育政策、教育管理、高等教育、教育評鑑、比較教育</li> </ul> <h4>謝傳崇</h4> <ul> <li>現職：國立清華大學教育與學習科技學系教授</li> <li>學歷：國立臺北教育大學教育政策與管理博士、英國諾丁漢大學博士班研究</li> <li>經歷：新竹市政府教育處長、大學主任秘書、領導與評鑑中心、雙語教學研究中心、綜合領域中心、美感素養中心主任、汶水國小、中興國小、西湖國中、公館國中校長</li> <li>獲獎：在中小學服務期間，發展校本特色課程獲得教育部最高榮譽教學卓越獎【金質獎】，創新教學獲得「標竿一百」學校獎、Inno School全國學校經營創新特優獎、Grea Teach全國創意教學特優獎、全國特色學校獎</li> <li>研究專長：正向教育、正向領導、教育行政、教育領導、創新經營、正念教育、教學卓越、校本課程、正向心理學研究</li> </ul>
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