A Study of Self-Directed Learning for Math Teachers Taking Part in the Problem-Based Learning Group.
| Autor: | Yu-Hsuan Chou, 周宇軒 |
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| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 This study has two aims: first, to investigate self-directed learning process and learning characteristics of the elementary math teachers; second, to observe and understand the effect of task-based learning on members of a professional development group, or a study group, and inspect the members’ the progress in teaching through the perspective of self-directed learning. This case study involved members of a task-based study group, who are elementary school math teachers. Data collection procedure of this research includes observation, interview, teaching journal and documentation. It is expected that the collected information would reflect the self-directed learning process of these teachers, and that these teachers could elevate their teaching skills and professional competence after taking part in the task-based study group. Four major findings could be drawn from the analysis. First, observation on members’ self-directed learning process reveals developmental stages of the individuals’ performance in questioning and discussing activities. As the study group progressed, a greater variety of learning resources were used by the participants. Members’ attitudes toward self-learning and practicing plans shifted from passive to active. In addition, they managed to alter a teacher-centered method into a learner-centered method in class teaching activities, adjusting for appropriateness in teaching. Second, members of the study group were able to set their own learning goals while clarifying and reflecting on their own teaching beliefs. They could also show their active learning attitude through their involvement in discussion and willingness to innovate their teaching activities in pursuit of perfection. Third, problem-based learning tasks made the group discussion more focused, resulting in members’ initiative attitude in collecting data, learning by themselves, reflecting on their teaching, and solving problems. Throughout the process, participants learned from one another and broaden their access to various learning resources. This process could explore the members’ potential in self-directed learning. Fourth, members of the study group showed further cognition in math teaching principles through group discussion and sharing information. They show more elasticity in their skills of dealing with their own teaching, and had better understanding about learners’ cognitive maturity at each grade level. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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