Dancing with New Taiwanese Children

• Main Authors: Pei-Chi Chen, 陳佩琪
• Other Authors: Jyh-Jia Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/40671072129480727104

碩士 === 國立交通大學 === 教育研究所 === 96 === The purposes of this study were: 1) to explore the practical knowledge of critical education that I learnt from practical elementary education experience; 2) to describe the developmental process of that practical knowledge; 3) to review the Multicultural education framework and value system what I hold. Action research and narrative method were used in this study. I depicted, criticized, and self-examined the practical working experience that I documented in classroom observation records, teacher diaries, and other documents. I probed what I felt and thought when those things happened, and sought for any relevant prior learning and living experience. Finally, I adopted a meta-position to reflect the meaning of the situation, deconstructed and reframed the value system and then formed the practical knowledge. The action process that I experience in three-years was as follows: 1) I was a professional elementary educator, but I was confused how to do with foreign spouses and their children ; 2) the real education situation was not like my previous training, so I was anxious to find a new educational model; 3) I made relationships with foreign spouses and their children; I become a learner to understand their subcultures; 4) I had a new educational model and value system, I was a helper-professional. The practical knowledge what I learned was: 1) we can raise more viewpoints of sociology and anthropology in elementary education, not just focus on ‘the unique standard educational behavior’; 2) when I get along well with foreign spouses and their children , my professional position is shift. When I change my educational position , I would re-understand what I am advocating and empowering them for whom I am working; 3) I made relationships with foreign spouses and their children to understand their subcultures . I find the intervention time and strategies for their usual method to help them cultivate behavior, rather than regulating, moralities and blaming them, or just focus on teaching-process or teaching activities; 4) There is no standard teaching model to fit anyone and any place, so the educator must be more sensitive to what happens between educator and learner ; 5) when children and I educated each other in educational process, we will focus on the subjective characteristics of each other. Conclusion: I described my experience into a metaphor story: ‘a teacher with a eyeglasses’.