A Study on Teaching Beliefs and Practices of Multicultural Education of Junior High School Teachers in Central Taiwan

• Main Authors: Shu-hui Yen, 顏淑惠
• Other Authors: Su-ching Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/grbyjx

碩士 === 國立彰化師範大學 === 教育研究所 === 101 === The main purposes of this study were to investigate multicultural teaching beliefs and practices of junior high school teachers in central Taiwan, and the condition between the two. To achieve these purposes, related theories references were collected to understand the true meaning of teachers’ multicultural teaching beliefs and practices, which is used as the study’s basic structure. Based on current junior high school teachers in central Taiwan, an overall investigation was conducted through 464 teachers. The research method was “ Multicultural Teaching Beliefs and Practices Questionnaire,” which includes three types: the basic data of sample, multicultural teaching beliefs and multicultural teaching practices. Descriptive statistics, t-test, one-way ANOVA, and multiple regression were applied to analyze the data. The findings of this study were as follows: first, the multicultural teaching beliefs of junior high school teachers in central Taiwan rated intermediate level. Second, the variables of the attendance of the multicultural education curriculum or seminars showed significant differences in teachers’ multicultural teaching beliefs in central Taiwan. Third, junior high school teachers in central Taiwan generally held a positive multicultural teaching practices. Fourth, the variables of the teachers’ ethnic groups, the attendance of the multicultural education curriculum or seminars, and the locations of the schools showed significant differences in teachers’ multicultural teaching practices in central Taiwan. Fifth, the teachers’ multicultural teaching beliefs could significantly predict the teachers' multicultural teaching practices. Based on the findings, this study provided concrete advices for the reference of the educational authorities, junior high schools, teachers and follow-up researchers.