The Narrative Inquiry on Novice Junior High School Homeroom Teachers'' Practical Knowledge

• Main Authors: Li-Mei Hu, 胡麗美
• Other Authors: 張嘉育
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/vbdjz9

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 101 === This study aimed at analyzing the problems junior high school novice homeroom teachers encountered, exploring the origins of their practical knowledge and understanding their growth. The narrative inquiry approach was adopted in this study to recount two junior high school novice homeroom teachers’ stories, and four conclusions were gained as follows: 1. Junior high school novice homeroom teachers’ practical knowledge formation process was the process they obtained growth by introspection, dealing with problems, repeatedly adapting themselves when encountering problems which were different from their ideals. 2. Different problems junior high school novice homeroom teachers encountered offered them critical opportunities of forming homeroom teachers’ practical knowledge. 3. The five different origins of junior high school novice homeroom teachers’ practical knowledge interacted with each other and contributed to homeroom teachers’ practical knowledge development. 4. Junior high school novice homeroom teachers’ growth appeared individual and different because of each individual’s introspection and his will to take action. Based on the findings of this study, suggestions for junior high school novice homeroom teachers, junior high school experienced teachers, schools, and future studies were offered in order to help junior high school novice homeroom teachers.