The Study of Elementary School Teachers’ Curricular Consciousness

• Main Authors: Ru-Chun Lin, 林儒君
• Other Authors: 陳淑美
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/77616717241193305812

碩士 === 東海大學 === 教育研究所 === 97 === Curriculum is the key to a successful school education. With its appropriate design or not, Curriculum immediately effect students' learning efficiency. However, teacher is the key to curricular quality. Teachers’ pedagogical praxis is influenced by personal curricular consciousness. There is the reciprocal relationship between teachers’ curricular consciousness and pedagogical praxis. This qualitative research aimed to explore the elementary teachers’ curricular consciousness to understand how elementary teachers perceive curricular consciousness and how teachers increase their curricular consciousness. Based on the research purpose, I invited eight elementary outstanding teachers to participate in my inquiry. I collected the data from interviews and documents. Based on the analysis of the data, it showed that teachers perceived professional knowledge, self, and environment as curricular consciousness. Moreover, more in-service training, expanded life experiences, and teaching position changes would increase teachers’ curricular consciousness. Finally, suggestions for government, schools, and elementary teachers are provided.