A Study of Elementary School Pre-service Teacher’s Beliefs and Teaching Practices─Taking the Domain of Science and Life Technology in the Second-Grade Life Curriculum as Examples

• Main Authors: CHEN, TZU-YU, 陳慈佑
• Other Authors: 王盈丰
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/73278238084234276740

碩士 === 臺中師範學院 === 自然科學教育學系碩士班 === 92 === A Study of Elementary School Pre-service Teacher’s Beliefs and Teaching Practices ─Taking the Domain of Science and Life Technology in the Second-Grade Life Curriculum as Examples Abstract The major purpose of this study was to explore elementary school pre-service teacher’s beliefs and teaching practices in the domain of science and life technology. The qualitative research methods were adopted in the research such as classroom observations, interviews, and portfolio documents. Subjects were two elementary pre-service teachers who just received their bachelor’s degree. The conclusions were listed as follows. 1.) Textbooks were the major teaching materials. Supplementary materials were included from time to time. 2.) Interactions between teachers and students were greatly emphasized. Question and answer teaching method was the basis of classroom teaching. 3.) Real-object observation and actual practice by students were conducted in class to increase the learners’ curiosities. Teachers encouraged students to raise questions and to collect data in order to develop the knowledge and to cultivate the skills and attitude needed for science learning. 4.) In order to achieve learning objectives, teachers applied group competition and maintained a lively and relaxing environment. Punishments and rewards were appropriately implemented as well to manage a class. 5.) Pre-service teachers put an emphasis on students’ everyday performance as well as understanding and applying scientific concepts. 6.) The factors that impacted the two pre-service teachers were their personalities, teaching experiences, specialties, students’ personalities, curriculum, school environment, and their classroom supervisor. According to the results, the research provides some suggestions. Pre-service teachers should study more about the teaching modules and the strategies of questioning. The schools that accept the pre-service teachers should assign the right classroom supervisors to help and provide with sufficient opportunities of classroom observation for pre-service teachers. In the future study, several factors will be concerned such as the time of research period, subjects, and knowledge of students. Keywords: beliefs, teaching practices, elementary school pre-service teachers, science and life technology.