The Study on Teaching Beliefs and Their Changes of The Early Childhood Teachers

• Main Authors: Pei-Lung Wu, 吳珮瓏
• Other Authors: Cheng-Ta Yang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/94742466136473785860

碩士 === 國立嘉義大學 === 幼兒教育學系碩士班 === 92 === The purposes of this study were to investigate teaching beliefs of the early childhood teachers and to explore how teaching beliefs changed and what factors influenced the shift of teaching beliefs. Qualitative approach was adopted for data collection and analysis.　Informants included six teachers who worked for public or private kindergarten.　Data collection included in-depth interviews and documents. Conclusions were described as follows respectively. For the teaching beliefs of early childhood teachers, the major findings were: (1) belief in teaching goals: The participants stressed the importance of context that appeals to children and enhances their basic skills; (2) belief in models of teaching: Child-centered curriculum is important; (3) belief in teaching methods: The teachers believe that concrete object is essential; (4) belief in teaching assessment: They observe the process of children’s learning by the work and performance of the child; (5) belief in classroom arrangement: Most participants believe that the work of children should match different themes; (6) belief in classroom management: Teachers expect children do everything right actively; (7) belief in children’s learning: Early childhood teachers are supposed to teach children according to their individual talent; (8) belief in the role of teachers: The participants believe that the early childhood teachers play a wide variety of roles; and (9) belief in teacher-student interaction: To develop a good interaction learning environment, it is supposed to keep harmonious relationships between teachers and children. Moreover, the factors that influenced teaching beliefs change were external factors including teaching environment, teaching experience, significant others, and personal factors such as personality, education, experience, professional training, etc. Finally, some suggestions were made concretely for early childhood teachers, kindergarten administrators and the directions for future research.