The Process of Forming an Elementary Visual Arts Teacher’s Teaching Beliefs

• Main Authors: CHEN, HSI, 陳曦
• Other Authors: HUANG, ZENG-RONG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/atf3zx

碩士 === 國立臺灣藝術大學 === 藝術與人文教學研究所 === 106 === The research presents how an elementary school visual art teacher formed and transformed his teaching belief through his life course and over twenty-five years of teaching experience. The motive of this research emerged from understanding the challenges of curriculum design, teacher-student interaction, and teacher’s identity. There are three purposes as follows: (1) to investigate and narrate how an elementary school visual art teacher formed his teaching belief; (2) to investigate and narrate how an elementary school visual art teacher transformed his teaching belief; (3) to summarize and identify his approaches for further studies. In order to present an in-depth analysis, the materials from personal participating observation, interviewing, and documentary research will be analyzed with case study method. The contents include the impact of external and internal factors, such as the visual art teacher’s personality and teaching experience, on his teaching method and also how he reacted to social change and improved his approach. From my observation, the teacher’s deliberately guidance aroused students curiosity about learning. Moreover, he delivered the concept of ‘Learning how to learn’ to students through his performance and it positively encouraged critical thinking. Besides, there are multiple aspects of belief system, such as effective and evaluative aspects, personal experience one, and assumption of external factors, are adopted. The result shows the interaction between his life experience and the formation of his teaching philosophy.