A Study on the Curriculum Consciousness of School Teachers Implementing Learning Community in Nantou

• Main Authors: Chun-Hsien Fang, 方竣憲
• Other Authors: Feng-I Feng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/31487670679999311490

碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 103 === Curriculum consciousness is the dynamic process of curriculum awareness of teachers. This includes internal reflection and adjustment, belief in their own curriculum and teaching, reflection on and evaluation of praxis, as well as the interpretation, organization, and application of the environment. Through constant critical reflection, teachers developed their curriculum values and action strategies. Teachers’ curriculum consciousness is improved through dialogues with individual subjects, professional objects, and the living environment. Using case studies, we deeply investigated the content, praxis, and course of transition of curriculum consciousness in three elementary and junior high school teachers during the implementation of learning communities, and we derived factors to enhance curriculum consciousness. We performed in-depth interviews and observations to collate research data. The results of this study were as follows: 1. The content of the course awareness of the participating teachers included the following: (a) Awareness of professional knowledge, including disciplinary expertise, teaching skills, and classroom management. (b) Self-awareness, including identification with the role of the teacher, beliefs and values, self-reflection and characters, and their role in learning. (c) Awareness of the environment, including awareness of educational strategies and systems, awareness of peer teachers, awareness of students’ backgrounds, awareness of parent and community culture, awareness of the classroom space, and awareness of teaching materials. (d) Awareness of praxis. 2. The curriculum consciousness of the participating teachers included awareness of professional knowledge, self-awareness, awareness of the environment, and awareness of practice. Several changes were visible after the learning communities were implemented. Although their growth courses and jobs differed, the development of curriculum consciousness in all the interviewed teachers followed a dynamic course. 3. The curriculum consciousness of the participating teachers was practiced through the role of the teacher, questioning, and dialogs. 4. Improvements in the curriculum consciousness of the participating teachers were influenced by four factors: continual self-awareness, the courage to change and take action, actively seeking enhancement, and creating opportunities for dialogs with peers.