| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 89 === Research of Teaching belief of a Kindergarten Teacher
Abstract
The purpose of this research is to explore the teaching belief, cooperation belief and its transformation process of a kindergarten. The research adopts a qualitative approach to collect and analyze of data collected. This research targets on a teacher who works at a public kindergarten. Data collection includes interviews, documents and observation.
The results of research include the teaching belief, cooperation belief and its transformation of the targeted teacher. The results are described as following.
1. Teaching belief of the participant
a. belief of classroom arrangement: The participant believes the classroom settings should match different themes. Classroom props and materials should change to match different themes to create different atmosphere to match the themes.
b. belief in curriculum and teaching: The participant believes that each child has the potential to paint. Corner activity teaching is the best individual teaching approach to meet each child''''s needs. The holistic approach with picture description can effectively improve children''''s ability in expression and creativity.
c. belief of classroom management: The participant thinks hugging is a good way to improve and maintain classroom order. Children who make mistakes should be given a second chance and teachers should not expect children to do everything right the first time.
d. belief of teacher-student-parent interaction: The participant believes people should not take for granted that other people should always help them. Children should have basic manner and respect for teachers in class. This is very important. In terms of parent-teacher interaction, the targeted teacher believes parents are the best facilitator of children''''s learning.
e. Teaching assessment and other belief: The participant believes that portfolio plays the role of curriculum monitor. In other philosophies, the targeted teacher thinks strongly about "learning by doing." The teacher thinks that peer sharing is good for teachers to gain more teaching experience. Teaching should be more important than administrative work.
2. belief of cooperation for the participant:
a. Cooperation belief of classroom arrangement: The participant focuses on the ways to cooperate with his/her partners. When teachers have different ideas about teaching, they should try very hard to communicate and help each other to understand the different viewpoints. Teachers should learn to compromise in order to complete the classroom arrangement for the new semester.
b. Cooperation belief of curriculum and teaching: The participant believes that teachers should know all. If a teacher is not capable of knowing all, he/she should try to work with the partnering teacher to compliment each other. Two teachers should pair up as partners. When they have different ideas, they should interact with children separately to avoid giving mixed messages to children.
c. Cooperation belief of classroom management: The participant thinks that the class belongs to both teachers. As a result, the responsibility should be shouldered by both teachers. Teachers should always be sensitive and they should be ready to compliment each other at any time to avoid one teacher to be over busy.
3. belief Transformation
a. Teacher-student interaction: The participant initially thought that hugging is only a way for teacher and student to interact with each other. However, later on, the targeted teacher thinks that hugging is also a way for the teacher and students to show their feeling. Hugging is a ways to encourage and reward students.
b. Role of parents: The participant thought teaching children is the responsibility of teachers. However, after one sharing with parents, the teacher found out that parents are very important for children''''s learning. Therefore, the teacher feels that parents are facilitators of children''''s learning.
c. Teaching method: The participant has two changes in this area. First, the teacher changed from believing in one single approach in teaching to individualized teaching. Secondly, the teacher now believes that real object teaching is a better approach than format teaching.
d. Arrangement of classroom: The participant used to arrange the classroom to focus on whole space and planned it to be non-barrier. The arrangement of classroom used to be no corners but now the teacher will have a clear planning of classroom corners. The teacher believes that the space of classroom should be arranged with children''''s learning status as first consideration.
e. Role of teachers: The participant admits not having enough sensitivity before. For this reason, the teacher was not able to keep up with what happened in the classroom. Through continuous reflection, the teacher found out that a good teacher should be highly sensitive so that he/she can observe the classroom situations at all time and adjust workload between himself and his partner.
Based on the research process and result, this research makes concrete suggestions for kindergarten teachers, education institutes, kindergartens and future research directions.
Key words:
Teaching belief, kindergarten teachers, cooperative teaching
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