An Authentic Calling, Becoming a Better Teacher：Narrative Inquiry about a Elementary School Teacher’s Professional Practice

• Main Authors: Yang-shu Chang, 張仰舒
• Other Authors: Hui-lan, Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/3begzw

碩士 === 國立屏東教育大學 === 教育學系 === 97 === This research began with my doubt about curriculum design, teaching approaches, as well as the role and identity as a teacher. In this study, I try to find the answers from an experienced teacher, Ding-Ding (a fictious name) and myself life experiences. Through curriculum development, teaching, and attending activities in school, teacher Ding-Ding has developed self understanding and authenticity. She has been becoming creative in teaching through continuous learning and conversation with others, and has passed those understandings to her students. Teacher Ding-Ding also zealously promotes the practices of action and introspection during her interactions with other professional community members. She believes that this kind of practices will lead to “happy to share, dare to share” learning atmosphere throughout the professional community. Besides, I also found that my past experiences deeply affect my belief of teaching through narrative inquire of the life experience of myself. Narrative inquiry has adopted as a major research method, data were collected through in-depth interview, classroom observation, and documents analysis. All of the data show three steps of teacher Ding-Ding’s professional practice:“a Special Girl,” “Elastigirl,” and “Close to her, you will be more professional.” This study helps me to understand the teaching progress of the experienced teacher Ding-Ding and the differences between us. It also responses the question about “What and Who is calling?” Overall, this study not only reveals how an experienced teacher shows her authenticity in classroom, also drives me thinking about my professional development and direction of practice in the future.