幼兒教師主題教學信念與教學行爲之研究

陳淑琴

doi:10.7037/JNTUE.200706.0027

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P27 - 51

社会科学 > 教育学

DOI： 10.7037/JNTUE

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幼儿教师主题教学信念与教学行爲之研究

A Qualitative Study on Early Childhood Teachers' Belief and Teaching Practice in Implementing Thematic Teaching

陈淑琴(Shu-Chin Chen)

台中教育大学学报：教育类； 21 卷 1 期 (2007 / 06 / 01) ， P27 - 51

繁体中文 DOI： 10.7037/JNTUE.200706.0027

幼儿教育；主题教学；教师信念；教学行爲； Early childhood education ； Thematic teaching ； Teacher's belief ； Teaching Practice

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摘要 │ 参考文献 (57) │ 被引用文献 (8) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The main purpose of this qualitative research is to closely examine and describe early childhood teachers' belief and teaching practice and to see how the inter-impacts do to each other while they are implementing thematic teaching in their classroom. This researcher intended to examine the following questions:
1. What is the related literature in terms of teacher belief and teaching practice?
2. What is the related literature in terms of thematic teaching in the field of early childhood education?
3. What is the teachers' belief in implementing thematic teaching in their classrooms?
4. How did this belief on thematic teaching impact on their classroom practice?
5. What are the possible factors besides teacher belief which influence teachers' teaching practice in terms of implementing thematic teaching in their classrooms?
Two preschools who declare that it is implementing the thematic teaching approach were selected to be the target settings. A class and two teachers from each setting were invited to be the study subjects on a recommended and voluntary base. This researcher entered the settings and collected the data a semesters for each setting in order to gain a clear and whole picture of the belief and teaching practice of teachers as well as the development of a curriculum. Non-participant observation, document collection, and in-depth interview were the major methods for collecting data. Triangulation was adopted for data analysis in order to meet the trustworthiness of this study.
The findings include:
1. Teachers of young children showed different degree of understanding of thematic teaching, however, most of the attitudes are positive.
2. Teachers' belief do impact on their teaching practice, however, the influencing factors are far more complicate, including the teachers' belief, the related experiences, and the teaching situation and supportive system of their workplace.
3. Teachers' belief played an important role in teaching strategy forming and educational decision making while implementing thematic teaching.
4. Keeping teaching journals, dialogues between professional peers, and constantly exercising reflective thinking on teaching can help teachers to improve their own practice.

参考文献 ( 57 ) 〈TOP〉

Bauch, P.(1984).Prediction elementary classroom teaching practices from teachers` educational beliefs.
Becker, H.,Geer, B.,Hughes, E.,Strauss, A.(1961).Boys in white.Chicago:University of Chicago Press.
Cassidy, J.,Lawrence, M.(2000).Teachers' beliefs: The "whys" behind the "how tos" in child care classrooms.Journal of Research in Childhood Education,4,193-204.
Chan, Jacqueline K. S.(1999).Student teachers` beliefs-What have they brought to the initial teacher training.Annual Meeting of the National Association
Goodman, J.(1988).Constructing a practical philosophy of teaching: A study of preservice teachers` professional perspectives.Teaching & Teacher Education,4,121-137.

被引用文献 ( 8 ) 〈TOP〉

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