| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 98 === Using the approaches of qualitative research in case studies and narrative inquiry, this study aims to look into the creative instruction of a Teacher of the Year, who is an elementary teacher in the field of “Arts and Humanities”. Through the data-collecting methods of in-depth interviewing, participatant observation, and object analysis, I studied the process of action of the Black Theater and how the teacher put creative instruction into practice. I also analyze the characteristics, teaching beliefs, and activeness of the teacher, and the findings are as below:
Teaching with Creativeness and Persistence
By combining ones own interests and belief, it could be helpful in developing creative instruction activities. In the process of the creative instruction, professional development companied while confronting with issues such as questioning, orientation, peer collaboration, administrative support, teacher-student interaction, and the activating of creative instruction. The teaching experiences not only express the teacher’s characteristics and potential abilities, but also fulfill her vision for education. This is quite inspirational to the development of education.
Creative Instruction of the Black Theater
The Black Theater is a form of the teaching of performing arts. The main ideas of Black Theater include “bringable abilities”, self-prepared teaching materials, and dramas. Students are divided into groups and learn through hands-on activities such as body development, script-writing, sound-recording, prop-making, and performing. The teacher integrated various activities into curriculum design, providing students the opportunity of “learning by doing”. They accomplished the goal of integrative activities and internalize the meanings through practice, experience and reflection.
Sparkling through the Process of Life
The teaching beliefs of the teacher bring strengths to the teacher herself and provide guidance in goal-setting, self-realizing, and action-taking of curriculum development. The teacher gradually reveals her potential abilities. She displayed the ability of self-reflection without self-degradation when encountering a choke point, and moves on with continuous “reinvention”. After experiencing the process of creative instruction, the teacher enhances her professionalism and gradually develops into a cognitive subject.
During the process of narrative inquiry, the subject not only establishes her own creative instruction experience through speech, but also gives her teaching beliefs a better revelation. As a result, the researcher also gains an important aspect on what attitudes a teacher should possess and the realization of the meaning of education.
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