From teacher beliefs and theory reading gains to overlook the connection between Rogers'' humanistic theory and teaching practice

• Main Authors: Guan-Rong Su, 蘇冠榮
• Other Authors: Chih-Cheng Hong
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/91349576665823684030

碩士 === 國立中正大學 === 教育研究所 === 87 === How could educational theories be connected to teaching practice? The main purpose of this study is to overlook the connection between Rogers'' humanistic theory and teaching practice, from analyzing teacher''s beliefs and exploring teacher''s reading feedback. The researcher observed a Chinese teacher as the case in a complete high school for a case study. Field work can be divided into two parts: first, to explore the consistence between the case''s beliefs and the Rogers'' humanistic theories; second, to explore the case''s responses to the readings of Rogers'' humanistic theories. A qualitative research design was employed in this study during 6 months, data of "teacher beliefs" was gathered from classroom observation, interviews, and some related documents. Readings related to Rogers'' theories was offered to the case in the middle of the field work, data was gathered from interviews. Data was constantly coded and divided into related categories, and the result was constructed from the revised codings. The results of the first part indicated that the need for dealing with examination is the main influential factor on the case''s beliefs, and consequently effected on her teaching practice. According to the beliefs that the students have not enough capability to deal with the examination, the case performs leadership with teacher authority on classroom management and school tasks of students. Although under the pressure from examination, the case believes that the affective domain is more important than the cognitive domain as the goals in teaching and education, so she takes efforts concurrently on examination and affective goals through performing several strategies, including providing proper learning independence to students and concerns for their feelings. Her related beliefs and teaching strategies were mainly supported by her self-efficacy on teaching. The contrasting results suggest that "examination orientation" and "teacher authority" do not fit to Rogers'' theories; "release proper learning independence" and "caring affectively" do fit to Rogers'' theories. The results of the second part indicated that the case viewed conducting reading as an additional load, but she was consequently activated to read through several times of negotiation. Initially, the readings were "abstract type", then the case took unstable attitudes toward Rogers'' theories; after reading the "full-text type" papers, the case expressed that she gained lots of. This consequence indicated that, the full-text reading is the key factor to form positive attitudes toward Rogers'' theories. The conclusions were constructed from literature review and field work results, suggest that teachers should improve awareness on the relationship between beliefs and teaching practice as the first step, then to realize the conditions and limitations of implementing Rogers'' theories. Teachers may improve the awareness through reading Rogers'' theories, consequently hold and express the "facilitating attitudes" as Rogers meant-congruence, acceptance / caring, empathic understanding, and release proper learning independence to students, performing a "humanistic teacher" to create an environment that benefits both the cognitive and affective aspects of learning. Several related suggestions were raised.