| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === The purpose of this research aimed at exploring the examiners’ and examinees’ perspectives and standpoints of “good teaching” of elementary school teachers selection, and probing the sources of these perspectives. Purpose was also to understand the meanings exist behind these perspectives, and to dig the differences and similarities between examiners’ and examinees’ perspective, as well as the reason why their perspectives were different or similar.
In order to grasp the participants’ inner mentality, and comprehend their inside knowledge, belief, and experience etc, this research adopted qualitative inquiry approach. Semi-structured interviews were conducted as major way of data collection and text development. 27 participants had identified themself with this research totally.14 were examiners, and 13 were examinees. 27 interviews were audio-taped and transcribed word for word.
According to the result of data analysis, the conclusions of this research were as follows:
1.The perspectives of “good teaching” of elementary school teachers selection hold by examiners and examinees were almost all the same (they both paid attention to four dimensions: teachers’ personality, the thinking of teaching, teaching abilities and classroom management), and closed to what effective teaching study claimed to.
2.The images of teachers and the commonalty’s role expectation to teachers were reflected in the perspectives of “good teaching” of examiners and examinees.
3.The perspectives on good teaching hold by examinees’ were came from what examinees had studied in the phase of teacher education, predecessors' experience sharing, teachers’ instruction, and the suggestion of cram school, network or related book.
4.Nowadays the way of teachers selection restricts examiners’ judgment, and also limits the examinees pursuing ascensive teaching.
(1)Without student, teaching presentation is apparent, not factual.
(2)Because the limit of time, examiners and examinees can’t communicate well with each other. Furthermore, real teaching ability may be concealed by adequately practice ahead.
(3)The file reviewing and teaching aids represent symbol meaning more than substance meaning.
Based on the above conclusions, recommendations shall be made to the way of teachers selection, examiners, the arrangement of practice teaching and the direction for further researches.
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