A Self-study of a Novice Teacher’s Teaching Behavior in a Sixth-Grade Mathematics Class

• Main Authors: JHONG,JIA-MIN, 鍾佳敏
• Other Authors: Kai-ju Hsieh
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/hzfbd2

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 106 === The purpose of this action research study was to explore the teaching behavior, questioning and responding skills, and language interaction of a novice teacher (i.e., the researcher of this study) in the sixth-grade mathematics classes. This study aimed to help researcher achieve the growth of teaching profession. The data collected in this study included video recording of the 18 mathematics classes taught by the researcher during the internship in the fifth year of teacher preparation program, and the researcher’s personal reflections after these classes. The researcher translated video recording into a transcript. In addition, teaching behaviors were observed using the teacher roles observation schedule, and the language interaction between researcher and students were observed based on the classroom seat chart. The main findings of this study were as follows： 1. The researcher’s teaching behavior had changed during the internship. 2. The researcher tended to ask more, but listen less. 3. The language interactions among students were uneven. The researcher’s personal reflection showed that the researcher need to: 1. include more group activities in order to promote students’ thinking. 2. establish and implement class rules for managing classroom order. 3. listen to students’ ideas more. 4. allow students integrate their idea. 5. interact with all student evenly.