一位國小美勞教師教學信念與實踐之個案研究
| Autor: | 劉欣茹 |
|---|---|
| Rok vydání: | 2003 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 91 A Case Study of an Art Teacher’s Teaching Beliefs and Praxis in a Primary School Abstract In discussing classroom activities, the teacher has a very important role that cannot be ignored. The teaching techniques and behavior of a teacher are inseparable from the influence of teaching beliefs that motivates a teacher. The internal and external factors contribute to building up a teacher’s belief that influences one’s practice. This study deals with the actual teaching situation of a fine art teacher in a primary school. Below are the three main points that this study investigates: 1. How the teaching beliefs of the teacher are formed. 2. How the teaching beliefs and actual behavior of the teacher are consistant with the situation and what influencing factors are. 3. The reflective process of the teacher’s teaching praxis. To explore the teaching beliefs and praxis, this study uses a case study, focusing on a fine art teacher in a primary school in Taipei County. Through classroom observations, interviews, and literature review, we undertook data analysis. The results led us to the following four conclusions: 1. The case teacher’s teaching beliefs are mainly influenced and formed by life experiences of model teachers, Christianity belief, major teaching events, and subjects studied. Among them, the main success factor contributing to teaching beliefs is actual teaching feedback that gives stability to a teaching beliefs system. 2. In the process of praxis, the teacher is supported by Christianity belief, professional growth beliefs, professional skills, teaching experience, subjects taught, and peculiarities of the fine art teaching. The teaching beliefs and praxis are thus closely inter-related. 3. The case teacher had to face a shortening of teaching time, high student/teacher ratio, complex teaching and administrative duties, and an isolated teaching culture. These pose challenges to the teacher’s teaching beliefs and praxis. 4. Stimulation from different discourse and teaching events led the teacher to reflect on teaching beliefs or praxis. These allowed for change, adjustment, and action. Keywords: teaching beliefs, teaching praxis |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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