A Preliminary Study on a Teacher Development Program through the Lens of the Ecological Perspective: a Case Study Research on the LeTaitung Program
| Autor: | Chang, Chao-Min, 張超閔 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 The essay attempts to view and develop a teacher development program through the lens of the ecological perspective (van Lier, 2004) by analyzing a case study of Le Taitung, a teacher training program regarding language and culture teachingaimed at K-12 teachers in North California and other U.S. states. The author inspects teacher training programs and teacher education programs for Mandarin, and believes that a program should help teachers of Mandarin develop his or her own pedagogical practices. A teacher’s awareness and the “metacognition” of oneself is necessary to help develop his or her profession. Meanwhile, with the “human-centered” experience seen during 2014’s Le Taitung program, the author thinks that the teacher development program also should reflect the importance of developing the concept of “Teacher’s Self” because all teachers have individualized unique traits. Using the ecological perspective to drive a teacher development program encourages teachers to be conscious of their environment as well as take part in the process of cooperative learning, thus allowing them to perceive their Teachers’ selves and improve teacher retention. By recording, observing and analyzing the Le Taitung program, the author attempts to generalize the elements for a Teacher Development program. The author interviews 19 attendees in the program, including 2 program designers, 4 administrators, and 13 teachers regarding their feedback about the Le Taitung program. With the analysis, the author discusses the advantages and limits of the program and suggests that the core value for teacher training or teacher education should be based on the sense of teacher development. Teachers should develop their teaching practices in a program through self-inquiry and cooperative learning to direct and determine their own professional growths. As the result, teachers with a strong Self and autonomy will know and understand the need and significance of one’s profession, which helps teachers achieve the Self-motivation for professional development and personal growth. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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