A Study of Early Childhood Teachers’ Belief in Thematic Curriculum and Implementation Process

• Main Authors: Liang-ju Liu, 劉亮汝
• Other Authors: Yi-kai Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/62292514232922692361

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 101 === The main purpose of the research is to explore early childhood teachers’ belief in thematic curriculum, changes of teacher’s belief, and also the difficulties whilst implementing and the strategies to overcome the problems. The subjects were two teachers in a class which implementing thematic curriculum. Qualitative methods were used to collate data, through observation, interviewing, and document collection. The following are the findings: 1.Teachers’ beliefs in thematic curriculum are generally following the literature; teachers believe that in the thematic curriculum students and teachers interactions should be two ways; in children learning and assessment, children should be actively involved; thematic curriculum can enhance teacher''s ability in multiple assessment; teachers should play diverse roles; teachers and parents relationship should be partnership. 2.The same change of two teachers’ belief in thematic curriculum was broadening the aspect of topic choices. Two teachers’ curriculum planning were conflicting. The change was caused by influencing one another. Besides, two teachers changed their belief when planning curriculum and also communication. Teachers changed the belief in differences in children’s ability and attitudes towards sudden incident as well. 3.Teachers were facing difficulties during curriculum developing stage. Changing previous teaching methods, keeping teaching journal and seeking peer support are the ways to solve the problems. Lastly, the researcher offers advice to early childhood teachers, school coordinators according to research findings and also future directions.