| Summary: | 碩士 === 國立臺灣師範大學 === 音樂學系 === 97 === The main purpose of this study was to investigate the relationship between music teachers’ curriculum consciousness and pedagogical praxis, along with the difference of different background variables such as sex, age, the highest educational background, major, teaching seniority, school size level and school area . According to the literature review, three dimensions, “awareness of professional knowledge”, “awareness of self”, and “awareness of environment”, were discussed and a total of 207 public junior high school music teachers in Taipei were selected as samples. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, and Pearson Product-moment Correlation. The findings of the study were summarized as follows:
1.Junior high school music teachers had higher degree of curriculum consciousness in the dimensions of “awareness of professional knowledge”, “awareness of self”, and “awareness of environment”.
2.Junior high school music teachers had higher degree of pedagogical praxis in the dimensions of “awareness of professional knowledge” and “awareness of self”. As for the “awareness of environment”, while they had relatively lower degree of pedagogical praxis in the dimension of “awareness of environment”.
3.There were significant differences in junior high school music teachers’ curriculum consciousness concerning sex, age, seniority, and location of schools. As for other background variables, none significant difference was found.
4.There were significant differences in junior high school music teachers’ pedagogical praxis concerning location of schools. As for other background variables, none significant difference was found.
5.There were significant differences in junior high school music teachers’ pedagogical praxis concerning their different curricular consciousness in the dimension of “awareness of self”. As for the other two dimensions, none significant difference was found.
6.There were significant correlations between curricular consciousness and pedagogical praxis of junior high school music teachers.
Finally, some suggestions for teachers, schools, teacher education, and educational officials were proposed according to the results.
|
|---|
