Tug of War? A Narrative Inquiry of a Sixth Grade Step-Teacher’s Experience

• Main Authors: CHEN,YING-LIN, 陳盈琳
• Other Authors: CHEN,LIWEN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/xft74d

碩士 === 中華大學 === 科技管理學系 === 105 === A “self-narrative” in “Narrative Inquiry” was used to facilitate an in-depth exploration. “Holistic-Content” was mainly used to analyze the data. The aim of the study was to expound the challenges and countermeasures experienced in the academic year 2014 by means of the author’s narrative based on taking charge of the instructor of a step-class for sixth-grade students of an elementary school. This entailed under taking a self-examination of gains and losses for the purpose of making some adjustments and introspection for future professional practice. Four points were concluded as a result of this study, the first of which is the necessity to be tender and generous to feel the slow philosophy of education. The second is the need to understand and be tolerant in order to observe and appreciate students, while the third entails the pursuit of mental and physical health, which leads to happiness. The fourth is not to be afraid to try new things because you always gain, whether the result is successful or not. Seven recommendations can be made for step-teachers based on the results of the study. The first is to think positively and not be afraid to take up the challenge. The second is to be prepared in advance to grasp individual situations, while the third is to adjust operational strategies to correspond with the climate in the classroom. The fourth is to search for highlights to create more beautiful memories and the fifth is to carefully cultivate and give children recognition to create a good atmosphere in the class. The sixth is to listen to children’s voices in order to build mutual trust and understanding, and finally, the seventh is to establish a professional and emotional support system. In addition, some suggestions can be made for the administration units of elementary schools, the first of which is to reduce the possibility of a step-class of sixth-grade students. The second is to utilize administrative discretion to promote the willingness to take charge of a step-class of sixth-grade students in elementary schools. The third is to simplify and integrate administrative tasks in order to reduce the work load of step-teachers. The fourth is to provide necessary support and guidance mechanisms for instructors of step-classes of sixth-grade students. Finally, the author reflects on the strategies and results of leading a class and taking action and suggests some directions for future research in this field.