教育學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1
教育學院成立於民國44年6月5日，時值臺灣省立師範學院改制為臺灣省立師範大學，初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系，發展迄今，本院共設有7個學系（均含學士、碩士及博士班）、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院，系所規模、師資，及學生品質向為國內首屈一指，培育英才無數，畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域，皆為提升我國教育品質竭盡心力。此外，本學院長期深耕學術，研究領域多元，發行4本 TSSCI 期刊，學術聲望備受國內外學界肯定，根據 2015 年 QS 世界大學各學科排名結果，本校在教育學科名列第22名，不僅穩居臺灣第一，更躍居亞洲師範大學龍頭。
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Item Supporting teachers' reflection and learning through structured digital teaching portfolios(John Wiley & Sons Ltd, 2009-08-01) Sung, Y. T.; Chang, K. E.; Yu, W. C.; Chang, T. H.Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.Item Exploring the learning, reflection, and social interaction of teachers through digital teaching portfolios(2005-10-01) Sung, Y. T.; Chang, K. E.Though portfolios have been widely proposed as a tool for teacher learning and professional development, their effects have rarely been empirically evaluated. This study empirically evaluates the relationships among teachers’ learning, reflection, and social interaction, which are all demonstrated in digital teaching portfolios. 44 in-service substitute teachers participated in a course of classroom assessment and used a digital portfolio system to construct their contents of portfolios. Based on the framework of teachers’ reflective thinking developed by Sparks-Langer, Simmons, Pasch, Colton, and Starko (1990), we found that in their reflection journals most teachers were able to demonstrate middle to high levels of reflection, while most teachers did not show the highest level of reflection. We also found that teachers’ professional knowledge about classroom assessment, which was shown in their implementation of assessment activities, significantly improved during the process of constructing portfolios. The computer-mediated discourse among teachers were analyzed and then served as an indicator of teachers’ participation (social interaction) in the learning community. Pearson’s moment-product correlations were calculated among teachers’ level of reflection, intensiveness of social interaction, and learning. The results indicated that reflection is significantly related with social interaction, grades of homework, and summative achievement; but not with learning progress. Social interaction is significantly correlated with grades of homework, learning progress, and summative achievement. A metaphor of the teaching portfolio as a mediator for converging resources of and enacting teachers’ professional development was used to interpret the roles of portfolios in teachers’ professional development.Item Supporting teachers’ reflection and learning through structured digital teaching portfolios(Wiley-Blackwell, 2009-08-01) Sung, Y. T.; Chang, K. E.; Yu, W. C.; Chang, T. H.Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment – as shown by their implementation of it – improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.