A case study on two elementary school teachers' teaching beliefs from the perspective of critical pedagogy

• Main Authors: LIN, I-CHEN, 林怡禎
• Other Authors: CHEN, YEN-HSIN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/f3epjy

碩士 === 國立臺中教育大學 === 教育學系 === 105 === In Taiwanese cultural context, teachers tend to teach for the examinations in a teacher-centered approach. Teachers prefer to take banking education which makes students seem to be passive subjects and lack of the abilities to do oral expression and critical thinking. This study focused on the Freire’s theory - banking education and problem-posing education in critical pedagogy. The researcher chose two elementary school teachers as case study by purposive sampling. Data was collected by interviews, observation and document analysis. First, the purpose of this study was to explore case teachers’ learning experience both from banking and problem-posing education and discuss the influences on their learning performance. Secondly, this study aimed to explore the case teachers who chose different education styles and their performance on teaching beliefs and teaching practice. Third, the study was to understand the factors while teachers took different education styles and understand the advantages and disadvantages. The research findings were as following. The first, the case teachers were influenced by banking education. Second, the case teachers were affected by the problem-posing education on their ways of thinking and learning to see things from different perspectives Third, the case teachers would ask students to recite which was affected by the banking education. And the teachers took problem-posing to inspire their students thinking. Fourthly, the case teachers carried out many ways of education due to different reasons. According to these findings, the researcher proposed several suggestions.