| Summary: | 碩士 === 國立東華大學 === 教育與潛能開發學系 === 104 === Abstract
Departing from the concern for multicultural education, this research aimed to investigate how those remedial program teachers, who have been taking teacher credential education, apply their own life experiences into understanding disadvantaged students residing in the rural area, the learning and limitation within and the progress of conscientization and development.
This research has been conducted via an after-school remedial program located in a rural area of Eastern Taiwan. The data covered 8 participants, 18 interviews, 21 classroom observations and were analyzed qualitatively in order to find out how those teachers with different majors, who have been taking teacher credential education, describe their own remedial program experiences and apply both their previous experiences and current ones in terms of self-advancement to determining their relationships with the disadvantaged students in the rural area. The abovementioned qualitative analysis incorporated the ideas of ‘Stages’ from both Freire’s ‘Conscientization’ (Conscientização) and Lee, Shiue-Ling’s ‘Empowerment of Multicultural Consciousness for Elementary School Teachers’ and then proposed a modified version in terms of multicultural conscientization to analyze more comprehensively the directions and opportunities for those remedial program teachers, who have been taking teacher credential education, to development their multicultural consciousness.
The findings of this research are: (1) alienating, assimilating, sympathizing and empathizing happened upon the remedial program teachers of which assimilating was the most common phenomenon, and (2) the sequential stages of the remedial program teachers’ multicultural conscientization were alienating, mainstream believer, sympathizing awareness of the disadvantaged and awareness of oppression; most of the teachers were mainstream believer but none reached the stage of critical consciousness.
As far as those, who have been taking teacher credential education, are concerned, undergoing an actual remedial program is a crucial learning experience. In order for them to likely have their multicultural conscientization transformed, there should be ways for them to understand more about the actual environment and the disadvantageous situation of their students as well as to be aware of the relationship between those who oppress and those who are oppressed in terms of the interactive experiences between individuals so that they are able to provide both multicultural and critical perspectives. This research also gives suggestions to teacher credential education in terms of the possibility to broaden the viewpoints of multicultural education as well as to the empowerment for remedial program teachers in terms of their teaching practices.
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