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|Title: ||旱田中耕耘 : 一位成功的高級職業進修學校初任教師之班級經營個案研究|
|Other Titles: ||Cultivating the barren farmland : a case study of successful classroom management of a beginning teacher in a vocational extension school|
|Authors: ||李漢妮;Lee, Han-Ni|
|Keywords: ||高職職業進修學校;初任教師;班級經營;個案研究;Vocational Extension School;Beginning Teacher;Classroom management;Case Study|
|Issue Date: ||2016-01-22 14:46:30 (UTC+8)|
The study aimed to investigate the psychological adjustment processes of a beginning teacher who was impacted by practical plights while serving in a vocational extension school. The case teacher was confronted with problems regarding teaching practices, students’ learning difficulties, and classroom management. The purpose of the study was to (1) probe into teacher’s beliefs, design and practice of classroom management of a beginning teacher, Ms. Wei-wei, who wished to chase her dreams in a private vocational school, (2) narrate the coping strategies that the beginning teacher, Ms. Wei-wei, implemented in response to the difficulties in classroom management, and (3) provide implications for educators through Ms. Wei-wei’s story of cultivating her first classroom.The study applied a qualitative approach.
Data collection methods included in-depth interviews, classroom observation, document collection, and focused-group interviews. Data collected and analyzed encompassed oral
histories of the case teacher, her personal webpage, her students’ assignments, and comments from her peer teachers and students. The findings were as follows:
(1) Teachers growth in the past, and their experience of work and shool life will directly or indirectly affect his/her beief in teaching.
(2) Listening to the step-class with great sincerity would foster greater harmony in the classroom environment.
(3) Holding an open-minded attitude toward students with complicated backgrounds would facilitate the mutual understanding between students and the teacher.
(4) Communication and cooperation with parents would regulate students’ misconduct effectively.
(5) Strong leadership that initiates students into intraclass activities would enhance the cohesiveness of a class of inattentive students.
(6) Sincere caring and bonding beyond the school context with students that had lost faith in school and teachers would strengthen teacher-student relations.
(7) Professional adjustment of curriculum design would raise students’ low motivation to learn.
(8) Proactive concerns in students’ reluctance for further studies would augment students’ motivation for higher educational pursuit.
|Appears in Collections:||[課程與教學研究所] 學位論文|
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