The study of “Civics and Society” teachers' multicultural literacy and teaching beliefs.

• Main Authors: Tang, Hsin Yi, 湯心怡
• Other Authors: 張樹倫
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/99620995057245336780

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 98 === The purpose of this study is to investigate the current multicultural literacy status of “Civics and Society” teachers and the discrepancy in their multicultural literacy resulted from different background variables (gender, ethnicity, university major, teaching area, teaching seniority). The research tool is the multicultural literacy scale “the Construction of Multicultural Teaching Competencies Inventory for Teacher-training Student” (Ho Yun-chi, Cai Chun-chun, Fan Der-Hsin, Chang Ching-Yuan 2009). This scale contains three dimensions: multicultural knowledge, multicultural awareness, and multicultural skills. The correlation among the scores of the three dimensions is applied in interpreting the relationship between the status of the multicultural literacy and “Civics and Society” teachers’ teaching beliefs. First, we use questionnaires to investigate the multicultural literacy status of “Civics and Society” teachers. The total number of questionnaires distributed is 301, recycling 240 valid ones. The statistical methods applied here are descriptive statistics, single factor multivariate analysis of variance, and Pearson Correlation. Secondly, we interview “Civics and Society” teachers in different types of school to know their teaching beliefs. The major findings are summarized as follows: 1.The multicultural literacy status of “Civics and Society” teachers in three different dimensions: multicultural knowledge, multicultural awareness and multicultural skills are all above average. 2.Personal background variables (gender, ethnicity, university major, teaching area, teaching seniority) do not affect the multicultural literacy status of "Citizen and Society" teachers significantly. 3.The correlations among the three dimensions of multicultural literacy are all moderate. 4.The summary of interviews on multicultural teaching beliefs are as follows: 1) The most important characteristic of multicultural teachers is to be empathetic, while the rest roles change depend on different teaching situations. 2) The outline of multicultural curriculum is clear, but with less description of values in contents, teachers need to provide a lot of teaching materials. 3) It must be rich and diverse for multicultural teaching in order to arouse the students’ interest in learning. Using appropriate media material can show the real teaching situation. 4) The classroom management of multicultural teaching put emphasis on student-centered learning. The teaching atmosphere is open and equal. Also, handling conflicts enables students to learn tolerance and empathy.