A study of pre-school teachers’ teaching beliefs and behavior in teaching spoken language to young children

• Main Authors: Chia-feng Hsieh, 謝佳峰
• Other Authors: Li-yuan Wu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/11988937421480810238

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 100 === The purpose of this study is to investigate the current status and relationships of Tainan pre-school teachers’ teaching beliefs and behavior in teaching spoken language to young children. In this study, a questionnaire was developed and entitled “pre-school teachers’ teaching beliefs and behavior in teaching spoken language to young children”. A total of 500 copies of the self-developed questionnaire were delivered to pre-school teachers in Tainan City. The pre-school teachers were selected by the method of stratified random sampling so that the attributes of school size and location would be included in the population. There were 425 valid samples obtained, with an effective ratio of 85 %. The data were analyzed by statistical methods including descriptive statistics, t-test, ANOVA, Tukey’s Post-hoc comparison and Pearson’s related analysis. Based on the results of data analysis, the major findings of this study are summarized as follows: 1. Pre-school teachers have highly scaled teaching beliefs in teaching spoken language to young children, in particular with respect to teaching methods. 2. Pre-school teachers have highly scaled teaching behavior in teaching spoken language to young children, in particular with respect to teaching methods. 3. Pre-school teachers’ teaching beliefs in teaching spoken language to young children were found to be statistically different with respect to such background factors as school locations and participation in child-language study. Pre-school teachers’ teaching methods were also found to be statistically different with respect to school locations and teachers’ positions. Teaching materials were found to be statistically different with respect to participation in child-language study. 4. With regard to pre-school teachers’ teaching behavior in teaching spoken language to young children, teaching materials and teaching methods were found to be statistically different with respect to years of service, and teaching methods were also found to be statistically different with respect to teachers’ positions. 5. Correlation between pre-school teachers’ teaching beliefs and behavior in teaching spoken language to young children was found to be positive and statistically significant. According to the results of this study, suggestions are proposed to educational administrative organizations, teacher training institutions, pre-school officials and teachers for taking appropriate practice concerning child spoken-language education.