A study on the perspective transformation process of elementary school teachers' teaching beliefs after participating in professional learning community activities
| Autor: | Feng-Ju Ho, 何峰如 |
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| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 The purposes of this study includes： 1.Explore the teachers’ teaching beliefs before participating in professional learning community activities. 2.Analyze the interactive mode of elementary school teachers participating in professional learning community activities. 3.Explore the teachers’ teaching beliefs perspective transformation process after participating in professional learning community activities. This study is based on Mezirow’s perspective transformation theory, exploring the perspective transformation connotation,process and teaching action of elementary school teachers’ teaching beliefs after participating in professional learning community activities. For the purposes as above,qualitative research approach was employed in this study.The researcher interviewed eight elementary school teachers to understand the teachers’ teaching beliefs perspective transformation process after participating in professional learning community activities. Thematic analysis was applied in data analysis,and the whole-parts-whole framework was used.The results of this study were summarized as follows： 1. Before participation, the teaching faiths of teachers are that the curriculum designs are based on basic ability and teaching material adding;the teaching methods are focusing on diverse learning;teacher-student relationship attach importance to students’ learning feature and treat each other with sincereness. 2. Participating in teacher professional learning community activities,the interaction of teachers is diversified with professional learning and share cooperation,and then enhance creative teaching,teaching problem solving and the growth of different teaching knowledge and abilities. 3. After participation, the teaching faiths of teachers are that curriculum designs are based on school-based curriculum and teaching material design;the teaching methods are focusing on individual differences and variety;teacher-student relationship attach importance to students’ interpersonal interaction. 4.Participating in professional learning community activities can upgrade teacher’s reflections capacity, initiate their old teaching faith conversed,and thus enhances new teaching actions in two ways of teaching method and teaching-student relationship. 5.Teacher s’ professional learning community activities provide teachers different learning activities and conduce observations,criticism and reflectself-teaching to motivate teaching innovation. 6. Participating in professional learning community activities can conduce teachers professional development and promote group identity. 7.Core values of education reforms influence teaching faiths and behaviors of teachers gradually by innovation of educational policy. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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