The Effects of the Teachers’ Commensal Group on We-Feeling

• Main Authors: Fang, Yu-Ju, 方鈺茹
• Other Authors: Zhang, Duo-Yan
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/73780693709374633165

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位在職專班 === 104 === The study was to investigate the effects of the teachers’ commensal group on we-feeling in the hopes of understanding the influences on the moods and the spirit of we-feeling after sharing the meal together from stories of teachers’ commensal groups. The investigator adopts qualitative research methods to reach the purposes of the study. The teachers’ commensal group consists of 8 teachers as participants. The method of participant observation is employed to collect and analyze data and the study is concluded as follows: 1.It is advantageous for teachers to present we-feeling spirit by joining in peer commensal groups. 2.The formation and development of teachers’ peer commensal groups depends on teachers’ friendly invitations and open minds to each other. 3.The talking is various. The topic of “interactions between teachers and students” and “relationships between parents and teachers” are frequently mentioned. 4.Teachers’ peer commensal improves positive alternations of teachers’ emotions. 5.The core meanings of teachers’ we-feeling spirit are “trust”, “share”, “cooperation”, and “equality.” According to the findings above, the study suggests as follows: 1.Schools should help teachers set up commensal groups. 2.School teachers are recommended to participate in commensal meals enthusiastically. 3.Teachers ought to tell secrets during the commensal party voluntarily. 4.There are two recommendations are made for the future research. First, participants can be extended to teachers from different grades or types. In addition, the study can also be adapted to use interview methods. Keywords: teachers’ commensal, we-feeling