| Summary: | 碩士 === 國立新竹教育大學 === 教育學系碩士班 === 100 === In this thesis, the author used a self-narration method to discuss how his life and teaching experiences influenced his personal educational philosophy. The narration revealed how a teacher’s self-consciousness led the teacher to breakthrough his life and teaching limitations and how the teacher integrated his profession with his life by being aware of “life in me” and “teacher in me” and then constructed his personal practical theories.
In the thesis, Chapter one elucidates the origins of this thesis. Chapter two elucidates the important life experiences that influenced the author’s educational views. Chapter three narrates the teaching events that caused the change of the author’s educational views. Chapter four attempts to construct concrete and systematic personal practical theories by looking at self- consciousness and the strategies for educational practices elucidated in Chapters two and three. The final chapter reviews the whole narration, shares personal practical theories and the experiences in life integration, invites teachers to participate in constructing personal practical theories. At the end of this thesis, the processes of choosing the research methods and the implementation plan for the thesis are appended.
The purposes of this thesis are as follows:
1. To record the self-consciousness processes and to reveal the importance of teachers’ self-consciousness to educational practices.
2. By the self-narrative processes, to concatenate fragments of self-reflection in teaching and draw a qualitative profile.
3. By the teacher’s self-consciousness and self-reflection, to clarify the author’s limitations and strengths, to integrate the author’s personal life, and to construct a better self-consciousness system.
4. To become aware of how life events limit and benefit the author’s teacher professionalism and understand the strengths and weaknesses of the author’s educational practices, and construct the author’s personal practical theories.
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