Constructing a Belief in Reading Instruction Checklist for Teachers’ Self-awareness: Using Ilan County Living Room Study Group as an Example

• Main Authors: Shu-Chun Lin, 林淑君
• Other Authors: Wen-Fu Pan
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/m2ad8r

碩士 === 國立東華大學 === 教育行政與管理學系 === 102 === Reading ability is one of important skills in lifetime learning. Primary education is the key phase for students to develop their basic reading ability. Through practicing reading classes, teachers can lead students into the palace of reading. However, teachers’ belief in reading instruction is usually the key factor that brings different results for reading promotion. If teachers can keep habits of self-awareness and reflection, it will be helpful to their reading instruction professional growth. Therefore, this study constructed a checklist to help teachers to examine themselves in reading instruction. For achieving this purpose, this study used research methods includes focus group, questionnaire, literature analysis, hierarchy analysis, and Interpretive Structural Modeling (ISM). The subjects of this study are 11 long-term members of Ilan County Living Room Study Group. Duration is from November of 2013 to March of 2014. Through data collection, hierarchy analysis and focus group, the study results were summarized as follows: 1. A belief in reading instruction checklist for teachers’ self-awareness was designed after several interaction practice rounds. 2. How long the members took a part in this study group decides their different opinions in choosing prior beliefs. 3. Among the different beliefs, arising students’ interest and passion in reading is considered to be the most important belief. 4. With application of ISM, the checklist for teachers’ to examine their self-awareness could be more refined. 5. Through focus group, the case group could gather common consensus and design its own checklist. 6. The design of this checklist helps group members examine and have reflection on their own teaching. Also, it encourages consideration from different aspects. Finally, the outcome of this study could be used as an example and reference for other groups that promote reading instruction.