A Study of Teacher Culture in the Process of Curriculum Innovation:Taking the Learning Domain of Chinese Language Art in Junior High School as an Example

• Main Authors: Yi-chun Liu, 劉怡君
• Other Authors: Hsiao-Lan Chen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/41066860133061813508

碩士 === 國立臺灣師範大學 === 教育學系 === 94 === This study aims to examine the teacher culture among Chinese language art teachers in Huo-Shui junior high school in their curriculum innovation efforts. There are four main purposes of this study: (1) to understand the contents and the importance of teacher culture during curriculum innovation; (2) to investigate the reculturing process and the features of teacher culture during curriculum innovation; (3) to identify the reasons which affect teacher culture reculturing during curriculum innovation; and (4) to provide implications on educational reforms according to the findings of this study. To achieve the research goals, qualitative case study approach for this study is adopted. Observation, interview, and document analysis are applied for data collection . The findings of this study are as follows： 1.Teacher culture reculturing begins with establishing teachers’ consensus. 2.Curriculum innovation creates the atmosphere to stir up the change of teachers’values and beliefs. 3.The teacher collaborative culture affects the relationship among teachers. 4.The pivot teacher is the key factor that affects teacher culture reculturing. 5.Teacher culture is affected by the central values of the school. 6.An autonomous teacher cooperative group is helpful for curriculum innovation and its implementation. Finally, based on the findings above, pedagogical implications and directions for further studies are provided as follows: 1. Principals should enhance teachers’ curriculum leadership to facilitate school curriculum development. 2. Administrative staffs should encourage teachers to form collaborative teams autonomously, and promote professional dialogues between teachers. 3. Teachers should strengthen their own curriculum consciousness to further develop their abilities for curriculum development and design. 4. For further studies, it is suggested to conduct case studies on different types of schools and different learning domains.