| Summary: | 碩士 === 國立新竹師範學院 === 國民教育研究所 === 88 === This study first probes into the theories of teacher preparation curriculum and the basic competencies of an elementary foreign language teacher. Combined with the experiences of other countries on preparing elementary foreign language teachers, this study discusses the models and curricula of preparing elementary English teachers in Taiwan presently. Furthermore, the study proposes some suggestions for ideal design of elementary English teacher curriculum.
The study adopts literature analysis method, document analysis method and interview method. The literature collected focuses on the elementary foreign language teacher preparation curriculum in other countries; the document analysis is based on the contents of the present elementary English teacher preparation curriculum in Taiwan; from the interview, the study tends to get a concrete idea about what the English teaching professors, elementary English teachers and the students in the short-term elementary English teacher preparation course think of and what’re their demands for the elementary English teacher preparation curriculum.
In review of those above, here reach the following conclusions and suggestions:
I. Conclusions
1. “Competency-based” is the principle of designing elementary English teacher preparation curriculum;
2. The basic competencies required for elementary English (foreign language) teachers include general competencies, language competencies and professional competencies;
3. Teachers’ personalities and their knowledge of other subjects should be considered while designing the curriculum;
4. The programs abroad and home trend towards prolonging pre-service elementary English (foreign language) teacher preparation curriculum;
5. Curriculum should contain the developing of English competency, cultural knowledge, English teaching methodology and basic knowing about elementary education.
6. The carrying-out of the curriculum should integrate theories and reality.
II. Suggestions
--For educational policy-making bodies
1. To set up the criterion of English competencies of elementary English teachers;
2. To promote the diversification of preparing elementary English teachers;
3. To promote all English Departments in universities to begin the elementary English teacher preparation programs.
--For teacher-preparation institutes and universities
1. To cultivate elementary English teachers’ subjects-integration abilities;
2. To add cultural experiences and knowledge;
3. To put in children literature;
4. To cooperate with experienced children English teachers in extension classes on preparing future elementary English teachers;
5. To regard “English Teaching” as an elective course or a general knowledge course for all the future teachers;
6. To increase the chances for observation of teaching and internships.
--For counties, cities and elementary schools
1. To hold regular in-service training courses or workshops;
--For elementary teachers and to-be teachers
1. To participate in in-service courses actively so as to promote personal professional abilities;
2. To cultivate critical and self-reflective abilities;
3. To realize English culture in many ways in order to build up an English-immersion class.
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