English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 58286/91808 (63%)
造訪人次 : 13829510      線上人數 : 53
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/110372


    題名: Perceptions of Taiwanese teacher candidates concerning their field experiences with low-achieving junior high students
    作者: Chang, Ya-Fung;Hsu, Chia-Ling
    關鍵詞: field experience;low-achievers;remedial teaching;teacher education
    日期: 2017-05-14
    上傳時間: 2017-06-13 02:10:31 (UTC+8)
    出版者: Australian Academy of Business Leadership
    摘要: To reduce the theory-practice divide, the Taiwanese Ministry of Education has recently launched a policy of promoting field experiences at least 54 hours for secondary teacher candidates. This study explored 14 teacher candidates‟ perceptions about their filed experiences with low-achieving junior high students. In the fall semester of 2016, these teacher candidates went to a nearby junior high school once a week and sat in a remedial class for low achievers in the subject area of Mandarin, English, or Mathematics. Such remedial program, supported by our government, was implemented after regular school hours, and each class with less than 12 students lasted a period, that is, 45 minutes. At the beginning, the teacher candidates sat and observed classroom teaching. A few weeks later, they had opportunities to work with one or two students under the classroom teacher‟s supervision. Finally, they were appointed to provide specific guidance to individual or a small group of students. Some even got a chance to teach the whole class. An open-ended questionnaire and group interviews were conducted at the end of the semester and field journals for each period were collected. Based on the qualitative data analysis, four themes were identified. First, the teacher candidates renewed their knowledge about junior high students from quiet, obedient, and passive learners to vivid, assertive, and active individuals. Secondly, their aspects of teaching shifted from focusing only on knowledge delivery to concerning if students were able to understand what was taught. Thirdly, their perspectives about remedial teaching included considerable individual differences among low achievers, use of different teaching approaches to meet their specific needs, and importance of motivating these students to learn. Finally, the teacher candidates expressed that they learned a lot from field experiences as well as realized the important role a teacher plays in teaching settings. Based on the findings, recommendations for teacher education and further research were provided.
    關聯: Proceedings of Bali International Business and Social Science Research Conference 2017
    顯示於類別:[師資培育中心] 會議論文

    文件中的檔案:

    沒有與此文件相關的檔案.

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋