Action Research of Parent-Teacher Cooperation in Pre-school Special Education
| Autor: | Chu-Yin Chiu, 邱菊英 |
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| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 This research aims to explore parent-teacher cooperation experience in pre-school special education class and the reflection of the parent-teacher relationship during the implementation process with the changes of parents and teachers. This research adopts action research as its method, and the subjects of the research are the author herself and three parents of students from a pre-school special education class in the affiliated kindergarten of an elementary school in New Taipei City. According to the author’s literature review and the results of the course of action, the following is the conclusions corresponding to the research aims： 1. Problem discovery through parent-teacher cooperation and problem correction model The action course of the cooperation went through three phases of corrections： (1) Transmission mode of the overweening period： it emphasizes on teacher orientation for which the teacher is the only bearer of the role of problem solution seeker whereas the parents play the role of executor； (2) Mutual respect mode of sudden enlightenment： correction model of the teacher-oriented phase one where teachers and parents conjointly discuss the activities and the implementation； professional therapists are also involved in the activities； (3) Partnership mode of fruition： during this phase, the teacher compiles the recommendations of the professional therapists and share them with the parents as to increase their competency； through dynamic activities, the teachers led the children of special needs to integrate into general classes or in the communities or to dine in the dinners. 2. Positive changes of the teachers and parents resulted from parent-teacher cooperation There are respective positive changes resulted from the three phases of parent-teacher cooperation： (1) Positive changes of the teachers： 1. after the implementation of parent-teacher cooperation, the teachers had gone through a professional growth； 2. the implementation of parent-teacher cooperation was beneficial for class management. (2) Positive changes of the parents： through the implementation of parent-teacher cooperation, the parents were able to understand the teachers’ course of action on children’s behaviors； 2. Conjoint reading and the design of reading learning sheeting increase the interactive opportunities between parents and children； 3. Parent-teacher cooperation has broaden parents’ vision as they have gained emotional support |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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