A study of the practice of elementary teachers’ philosophical beliefs of education in classroom management

• Main Authors: Chiou Shih-Ming, 邱世明
• Other Authors: 歐陽教
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/32314175976621902454

博士 === 國立臺灣師範大學 === 教育學系 === 100 === This research attempts to understand what the teachers' philosophical beliefs of education are and what the effects of the beliefs on their practice of classroom management in elementary schools through interview, group discussion, observation, document analysis. There is one main research participant, while more than 10 in-depth interview participants. All participants are current elementary teachers. This research investigates the systems of classroom management, the rules of incentives and disincentives, classroom culture, the teacher-student relationship, and student counselling. After collecting and analysing data, dialogue with the research participants were held to elevate the credibility of analytical results. Major findings are as follows： 1. The philosophical beliefs of education which affect the classroom management of ordinary elementary teachers are: competition, fairness, harmony, self-motivated, order, safety, control, happiness, honor, efficiency, growth, moderate, responsibility and rights, finishing the task in the due time, and adaption to the reality. The understanding of and perspectives to these beliefs are not the same among teachers mainly due to the impact of personal experiences, social events and environmental culture. Additionally, students’ parents and colleagues are also important influential factors. 2. The philosophical beliefs of education which affect the classroom management of participants are: growth, happiness, gratitude, mutual respect, and self-affirmation. The impact of these beliefs on every aspect of classroom management can be found during the day life in the classroom. The research suggests that the beliefs should be explored in-depth guiding by experienced educators in teacher education classese and in-service training and learning in order to help teachers to make careful and circumspect classroom management decisions.