A lifetime’s dedication to educational reforms～The life story of an elementary school teacher

• Main Author: 高素華
• Other Authors: 張佳琳
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/30990889993048459797

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 98 === Using biographical research, in-depth interview and documentary analysis, this study explores the life story of Teacher Chin, from childhood to retirement, but most especially her dedication to curriculum development. With a focus on the different stages of Teacher Chin’s life, this study emphasizes on her devotion to curriculum development and traces her story back in time, covering her dedication to Grade 1-9 curriculum development in the face of a wave of educational reform. Teacher Chin, now retired after a career spanning 30 years, has experience of vital educational reforms, the liberation of textual authority, and the transformation of the role of the teacher. This study aims to discuss Teacher Chin’s participation, examination of educational beliefs, factors influencing reform, transformational processes, strategies and introspection behind Grade 1-9 curriculum development. The findings of this study show that frontline teachers’ passions and the pursuit of educational reform are influenced by many factors. Environmental factors include educational reform policy, the particular school’s atmosphere shaped and led by principal, and the support offered by other educational partners. Individual factors include the teacher’s personal educational philosophy, character, religious beliefs, and in-class performance. Teacher Chin’s educational philosophy and unusual character played a part in her role supporting Grade 1-9 curriculum reform. As a result of her role in the process, she became more self-confident and her life turns out to be more fruitful and colorful. Thus, in both the Grade 1-9 curriculum and her personal life, the reform movement resulted in liberation. By telling the life story of Chin’s dedication to Grade 1-9 curriculum reform, this study seeks to elicit advice and criticism. Most of all, it is hoped that the illustrative example of Teacher Chin’s life story will serve as a catalyst, encouraging more frontline teachers to dedicate themselves to curriculum development and encourage educational agencies, schools and researchers to involve themselves in forging a brighter future for students.