Research on Three Teachers’ Growth of Teacher Professionalism and Self-Concept:Case Study of Tourette Syndrome Teacher in the film of “Front of the Class” as a Starting Point for Introspection

• Main Authors: Tzu-Hui Lo, 羅姿惠
• Other Authors: 作者未提供
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/96402393510072188916

碩士 === 銘傳大學 === 教育研究所碩士班 === 102 === This study aims to apply the film: Front of the Class as a medium for textual analysis. To investigate the growth of teacher professionalism, researcher links the leading character, a teacher who suffer from Tourette Syndrome, to the teachers who currently still devoted themselves to teaching. The classroom management techniques and councilling strategies for Tourette Syndrome students are also highly concerned in this research; furthermore, the face-to-face interview also stimulates researcher to reflect and enable researcher to do better when facing a Tourette Syndrome child in the future. Researcher adopts purposive sampling to select three teachers by the length of teaching years, and then do peer review through three phases of interviews; in the meanwhile, collecting most related information during the interviews in order to analyzes and gets the resourceful data. Research results can be divided into two sections: Refer to section A, the summary of teachers’ growth and self-concept among three interviewees was addressed. I conclude not only the leading character, Brad, but also three interviewees, all of them spend time taking in-service training courses in order to improve their self-professionalism. Besides getting new educational information, these training courses even make teachers more enthusiastic about teaching; on the other hand, the skills which learned from training program can also apply to in-class teaching and management. In B section, I understand there are individual differences between each Tourette Syndrome students based on patients’ condition; however, basic councilling strategies are as followed: (a) Teach other students about Tourette Syndrome. (b) Teacher should give more concerns and instructions to Tourette Syndrome students. (c) Referring to doctors for medical treatment. (d) Avoid Tourette Syndrome students daydreaming in class. (e) Tourette Syndrome students might have Autistic tendencies. In order to make Tourette Syndrome students feel secure, teachers are proper to inform them the daily schedule in advance.