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題名 混合教練策略在我國中小學校長培育之應用 作者 陳木金；楊念湘 貢獻者 教育學院 關鍵詞 混合教練策略
師傅教導模式日期 2010-12-11 上傳時間 21-Dec-2010 18:42:17 (UTC+8) 摘要 本文以Bloom、Castagna、Moir與Warren（2005）提出的「混合教練策略」為核心，依據師傅校長經驗傳承的五大向度：瞭解學校、就任校長、推動校務、化解衝突及生涯發展，將混合教練策略應用於前述五大向度中的「瞭解學校」向度，建構校長專業發展的系統知識，融合校長辦學的經驗、理解、內化、統整，進行教練或師傅校長的經驗傳承，作為校長未來運用混合教練策略瞭解學校之參考，使其經營校務時也能更得心應手。 其次，本文統整歸納國內外相關研究，針對全國獲得教育部校長卓越領導獎之5名校長進行焦點座談，分析與統整校長們座談的內容，形成校長經驗傳承之內涵，座談過程採取攝影錄音方式，並於座談後轉譯編碼，整理與分析逐字稿內容，彙整成書面資料及影音檔案，整合e化資源。 最後，本文提出的結論如下：1.運用催化教練策略研擬校務經營；2.運用教學教練策略蒐集學校資料；3.運用合作教練策略資源整合運用；4.運用諮詢教練策略拜訪關鍵人物；5.運用轉型教練策略深入瞭解學校。本文的建議則包括：1.多方蒐集資料，深入瞭解學校；2.規劃遴選機制，提升教導品質；3.參與專業社群，建立社會網絡；4.整合e化資源，形成完整體系。 關聯 國立台北教育大學舉辦「 2010兩岸三地校長學學術研討會」論文集 (p.B1~17) 。 描述 The Application of Blended Coaching Strategies for the Principal Preparation in Elementary and Middle Schools Mu-Jin Chen, Professor College of Education & RCMBL, National Chengchi University Nien-Hsiang Yang, Ph.D. Candidate Department of Education, National Chengchi University Abstract The core of this study was the “Blended Coaching Strategies” which was proposed by Bloom, Castagna, Moir & Warren (2005) and the study was based on the five dimensions of mentor principals’ experience inheritance: “Understanding”, “Designate”, “Motivation”, “Reconcile”, and “Career”. We applied blended coaching strategies to the dimension of “Understanding” and constructed a systematical knowledge about principal professional development. We tried to integrate principals’ experience, understanding, internalization, and integration of dealing with school affairs. We hope that what we do can help every principal operating a school better and more successful. Secondly, we integrated the literatures about the topic, invited 5 excellent principals in Taiwan, and tried to collect material by focus group. After the focus groups, we organized the content, analyzed the contents of the transcripts, and compiled into a written information and files in order to establish the e-platform of mentor principals’ experience inheritance information. Finally, according to the results of the study, we proposed the conclusions: 1.Make strategies of managing schools by facilitative coaching. 2.Collect school information by instructional coaching. 3.Integrate and use resources by collaborative coaching. 4.Visit key person by consultative coaching. 5.Understand schools in depth by transformational coaching. The suggestions of the study are: 1.To collect multiple information, and understand schools in depth. 2.Plan the selection mechanism, and improve the quality of coaching and mentor teaching. 3.To join professional communities, and establish social networks. 4.To integrate e-resources, and form a complete operating system. Keywords: blended coaching strategies, mentoring model 資料類型 conference dc.contributor 教育學院 en dc.creator (作者) 陳木金；楊念湘 zh_TW dc.date (日期) 2010-12-11 - dc.date.accessioned 21-Dec-2010 18:42:17 (UTC+8) - dc.date.available 21-Dec-2010 18:42:17 (UTC+8) - dc.date.issued (上傳時間) 21-Dec-2010 18:42:17 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/50301 - dc.description (描述) The Application of Blended Coaching Strategies for the Principal Preparation in Elementary and Middle Schools Mu-Jin Chen, Professor College of Education & RCMBL, National Chengchi University Nien-Hsiang Yang, Ph.D. Candidate Department of Education, National Chengchi University Abstract The core of this study was the “Blended Coaching Strategies” which was proposed by Bloom, Castagna, Moir & Warren (2005) and the study was based on the five dimensions of mentor principals’ experience inheritance: “Understanding”, “Designate”, “Motivation”, “Reconcile”, and “Career”. We applied blended coaching strategies to the dimension of “Understanding” and constructed a systematical knowledge about principal professional development. We tried to integrate principals’ experience, understanding, internalization, and integration of dealing with school affairs. We hope that what we do can help every principal operating a school better and more successful. Secondly, we integrated the literatures about the topic, invited 5 excellent principals in Taiwan, and tried to collect material by focus group. After the focus groups, we organized the content, analyzed the contents of the transcripts, and compiled into a written information and files in order to establish the e-platform of mentor principals’ experience inheritance information. Finally, according to the results of the study, we proposed the conclusions: 1.Make strategies of managing schools by facilitative coaching. 2.Collect school information by instructional coaching. 3.Integrate and use resources by collaborative coaching. 4.Visit key person by consultative coaching. 5.Understand schools in depth by transformational coaching. The suggestions of the study are: 1.To collect multiple information, and understand schools in depth. 2.Plan the selection mechanism, and improve the quality of coaching and mentor teaching. 3.To join professional communities, and establish social networks. 4.To integrate e-resources, and form a complete operating system. Keywords: blended coaching strategies, mentoring model en dc.description.abstract (摘要) 本文以Bloom、Castagna、Moir與Warren（2005）提出的「混合教練策略」為核心，依據師傅校長經驗傳承的五大向度：瞭解學校、就任校長、推動校務、化解衝突及生涯發展，將混合教練策略應用於前述五大向度中的「瞭解學校」向度，建構校長專業發展的系統知識，融合校長辦學的經驗、理解、內化、統整，進行教練或師傅校長的經驗傳承，作為校長未來運用混合教練策略瞭解學校之參考，使其經營校務時也能更得心應手。 其次，本文統整歸納國內外相關研究，針對全國獲得教育部校長卓越領導獎之5名校長進行焦點座談，分析與統整校長們座談的內容，形成校長經驗傳承之內涵，座談過程採取攝影錄音方式，並於座談後轉譯編碼，整理與分析逐字稿內容，彙整成書面資料及影音檔案，整合e化資源。 最後，本文提出的結論如下：1.運用催化教練策略研擬校務經營；2.運用教學教練策略蒐集學校資料；3.運用合作教練策略資源整合運用；4.運用諮詢教練策略拜訪關鍵人物；5.運用轉型教練策略深入瞭解學校。本文的建議則包括：1.多方蒐集資料，深入瞭解學校；2.規劃遴選機制，提升教導品質；3.參與專業社群，建立社會網絡；4.整合e化資源，形成完整體系。 en dc.format.extent 259288 bytes - dc.format.mimetype application/pdf - dc.language zh_TW en dc.language.iso en_US - dc.relation (關聯) 國立台北教育大學舉辦「 2010兩岸三地校長學學術研討會」論文集 (p.B1~17) 。 en dc.subject (關鍵詞) 混合教練策略 en dc.subject (關鍵詞) 師傅教導模式 en dc.title (題名) 混合教練策略在我國中小學校長培育之應用 zh_TW dc.type (資料類型) conference en
