A Qualitative Research on TeaA Qualitative Research on Teachers’ Beliefs and Teaching Behaviors of the Senior High Math Teachers in Cram Schools

• Main Authors: Pin-mei Wu, 吳品玫
• Other Authors: YU,fu-Yun
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/74441210543212141286

碩士 === 國立成功大學 === 教育研究所 === 88 === ABSTRACT Teachers influence students a lot. Their teaching behaviors and the beliefs hidden behind are issues worth exploring. The researcher was especially interested in those of the senior high math teachers in cram schools. By investigating the issues in a more rationalistic setting, the researcher tries to explore ways to promote the teaching effectiveness. The purposes for this research are the following. (1) the teacher’s beliefs of the senior high school’s math teachers in cram schools. (2) the teaching behaviors of senior high school’s math teachers in cram schools. (3) the relationship between cram school teachers’ beliefs and their teaching behaviors. (4) any mediating variables between teachers’ beliefs and teaching behaviors in cram school of senior high math teachers . The study employed a qualitative research method. Eight informants were interviewed, classrooms were observed and record and document related to classroom activities were collected. Besides, trustworthiness techniques such as triangulation, member checking, peer debriefing, thick description and reflexive journals were used to strengthen the study’s rigidity. Based on constant comparative data analysis on teachers’ beliefs, the research found the following. (1) Cram schools are a market-oriented teaching environment. (2) Cram school teachers emphasized the importance of mathematical concepts. (3) It was a plus to compile their own teaching materials or handouts. (4) The teachers tried to help students solve the problems based on their past experience while they were students. (5) Variable instructional strategies such as summarizing, synthesis etc. were adopted to enhance students’ test-taking effectiveness . (6) Cram school students are more active learning individuals. (7) It is important to collect different and variable kinds of test problems. (8) Incentives likes scholarship and recognition was used to motivate students. (9) The most essential element for learning is to have a good class order and students’ participation. (10) Practices and quizzes are important for math learning. On the other hand, their teaching behaviors are as follows. (1) They collected in great numbers all kinds of supplementary materials, re-organized them as handouts in a way different from that of common reference books, and added some special sections such as synthetic problems patterns, and error analysis. (2) They knew very well the syllabi and teaching materials of all schools and collected past exam test items from the Joint College Entrance Exam and high schools to reinforce the importance of some patterns. (3) They are well-prepared for the teaching materials and emphasized efficiency. (4) A lot of direct explicit language and non-verbal language were used to attract students’ attention and achieve learning objectives. (5) “Error demonstration” was employed as a teaching strategy while repetitive memory and induction as learning strategies. (6) Class order was properly maintained. (7) Teaching behaviors almost wholly concentrated on the topics and contents . (8) Classes were teacher-centered without students’ feedback and after-class exercises or tests. Teachers’ beliefs and teaching behaviors were inter-related and they were both influenced by teachers’ background and other contextual variables.