Development of pedagogical content knowledge:A case study of new immergrant Teachers

• Main Authors: Wu,Wei-Wen, 吳瑋雯
• Other Authors: Wang, Mei-Wen
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/63q6fc

碩士 === 國立臺灣師範大學 === 社會教育學系 === 105 === Native language teaching experiences for five new immigrants have been investigated in present study. In order to develop the new reflection of the understanding of teaching knowledge variation through experienced the teaching scene, qualitative research orientation and data collection methods are used for semi-structured interviews. The results show that the teaching experiences and scenes will both influence the discipline teaching knowledge. In the learner’s knowledge, to enhance the interaction and understanding then revise the suitable teaching policy can coexist with the multiculturalism learners peaceful. About the self-knowledge, new immigrant teacher will keep the positive thinking when they face to the shock in teaching scene. Otherwise, they may produce negative thinking then give up for being a teacher. Teaching surrounding knowledge, new immigrant native teachers have less attention than general teachers in Taiwan. In summary, present study can givesome suggestion for the training department of new immigrant native teacher.