An enquiry into the process of how preschool teachers develop beliefs in drama teaching—A case study of Warm Preschool’s elective course in Drama

• Main Author: 許惠慈
• Other Authors: 陳韻文
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/50155956817615438460

碩士 === 國立新竹教育大學 === 幼兒教育研究所 === 98 === This study focuses on how preschool teachers develop their beliefs in drama teaching. Based on Fullan’s (2001) framework, the researcher attempts to reveal the teachers’ beliefs through curriculum design and practice, and the pedagogical relationships they built. Meanwhile, the participant-observer researcher also intends to investigate how the teachers reflect their beliefs in teaching drama, the connections or the gap between the ideal and the outcome. This study applies “interview” and “participant observation” to make enquiries into the teachers’ beliefs in drama teaching. It cares about: 1. How teachers design curriculum for teaching drama and what beliefs are revealed in their teaching. 2. How teachers execute curriculum in teaching drama and what beliefs are revealed in their teaching. 3. How teachers build relationships with children in teaching drama and what beliefs are revealed in their selection. 4. How teachers develop their beliefs in drama teaching. These issues compose a whole picture and will be covered in chapter 4, 5 and 6. in response. In conclusion chapter, the study will additionally inform the particularities of preschool drama teaching, the connections/gaps between beliefs and practices regarding drama teaching, and the causes of belief change in related to drama teaching. Correspondingly, some suggestions will be provided at the end of the study as a reference for those who are interested in drama education.