A Study of Elementary School Teachers''''Beliefs about Reading Instruction

• Main Authors: CHANG,SHAUO-CHING, 張小菁
• Other Authors: MENLING SHING
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/96303771214941894609

碩士 === 台北市立師範學院 === 初等教育學系 === 84 === This study has two purposes: First, To investigate the teacher'''' s beliefs toward reading teaching. Second, To examine the relationship between the teacher''''s beliefs in reading teaching and their background factors. Two instruments were developed for identifying and distinguishing teachers'''' attitudes and their theoretical orientation to reading teaching. The tool " Attitude Inventory in Reading Instruction" worked to determine teachers'''' affective beliefs in reading teaching; The tool "Theoretical Orientation of Reading Teaching Inventory" used to distinguish the teachers'''' theoretical orientation to seven dimensions in reading teaching. The sample of this study included 602 primary teachers from 66 public schools in Taipei, four separate districts, and 141 preservice teachers, 93 practice teachers were surveyed. Six participants were interviewed. Two kinds of methodology had been employed: Teachers'''' surveys were done by using two inventory instruments and interviews. Data were analyzed by using MNOVA, ANOVA and Scheffe'''' statistical methods. Major findings of this study are as follows: 1. Teachers have positive attitude toward reading teaching. 2. Teachers'''' theoretical orientation to reading teaching tend to top-down approach. 3.In seven dimension of reading instruction, teachers'''' theoretical orientation tend to top-down approach in "teaching goal", " Curriculum administration", "evaluation", " learning activity" and "reading comprehension definition" dimensions. In "material decision-making" dimension, beliefs tend to central; and in "teacher-student interaction" dimension, beliefs tend to bottom-up approach. 4. Teachers'''' beliefs toward reading teaching are inconsistent. There are only 5.7% teachers whose beliefs are consistent; and the preservice teachers''''are worst in consistency. 5. There are differences among the experienced and inexperienced teachers in their beliefs about reading teaching. 6. Teaching level is a factor influened the teachers'''' beliefs in