A Case Study of the Experienced Elementary School Teachers’ Curriculum Design in Teacher Education Program

• Main Authors: Li-fan Lai, 賴俐帆
• Other Authors: Shu-ching Chou
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41510937437788355875

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 98 === The objectives of this study are as follow: 1. To explore experienced elementary school teachers’ expects toward novice teachers’ professional knowledge. 2. To discuss the relationship between experienced elementary school teachers’ education beliefs and their curriculum design in teacher education program. The researcher adopted the qualitative case study and regarded two experienced elementary school teachers who teached Curriculum Design and Development and Principles of Teaching in teacher preparation institution as subjects. After eleven months, the researcher regarded classroom observation, interviews, document analysis as the resource to collect data. Besides, the researcher had three conclusions according to the research results: 1. The two case teachers’ beliefs of elementary school affect beliefs and curriculum of teacher education. 2. The two case teachers are both teacher educators of technological orientation and emphasize to teach pre-service teachers particular and professional skills. 3. The contents of the two case teachers' teacher education programs focus on practical knowledge. Finally, the researcher provided several suggestions about teacher preparation institution, case teachers, pre-service teacher, and future researchers.