A Case study on three Taiwanese elementary school english teachers’ professional knowledge and its influence on their classroom practices

• Main Authors: Huang, Pei Hsuan, 黃佩萱
• Other Authors: 招靜琪
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/67998568247373972866

碩士 === 國立政治大學 === 英語教學碩士在職專班 === 96 === The purpose of the study was to investigate the professional knowledge and its influence on classroom practices of elementary school English teachers. Cross cases analysis was conducted to examine the differences and similarities of three subject teachers concerning their professional knowledge, classroom practices and derived sources of knowledge. Qualitative approach was adopted to look into the professional knowledge of three elementary school English teachers in Taipei. The data was collected through interviews, classroom observations, and document analysis. In this study, the knowledge of three teachers was presented in the following areas: (1) classroom management, (2) enactment of curriculum (3) sources of teacher’s knowledge. Based on the above information, this study discussed the qualitative differences of knowledge of three teachers under two dimensions: (1) how the teachers perceived their teaching (2) how the teachers responded to their working contexts. As for sources of teacher’s knowledge, three factors were discussed: (1) learning experiences (2) teaching experiences (3) contextual factors. Finally, pedagogical implications and suggestions based on the study results are presented mainly for teacher educators and English teachers.