An Enquiry into the Autonomous Learning Process of Expert Teacher

• Main Authors: Chou, Chen-Yen, 周臻艷
• Other Authors: Chan, Chih-Yu
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/ekry4j

碩士 === 國立政治大學 === 教育學系 === 107 === The 12-year basic national education emphasizes that school education must be able to train children to become active and autonomous learners. Therefore, teachers should understand the process of autonomous learning. Every expert teacher starts from a newbie teacher and becomes an expert teacher after experiencing various processes, turning points, and influential factors. Thus, this study explored the process of autonomous learning of expert teachers to understand and analyze varied factors that influence their autonomous learning process. This study took five expert teachers from different counties who have received excellent awards as case studies. This study employed qualitative research in the form of an interview to explore the autonomous learning process of high school expert teachers. Besides, this study adopted the self-determination theory and the evolving systems approach to creative work as the theoretical frameworks to conduct cross-cases analysis. The findings of this study were as follows: 1. The evolution of teachers' autonomous learning had a peak and least point and deteriorate period. 2. Teachers and students learned together - teachers' autonomous learning has driven the growth of students' autonomous learning. 3. The superiority in the family did not affect development, and rich experiences helped to enhance teachers' competence. 4. Self-understanding came before the role model learning. 5. Competence and relatedness could not be separated. 6. Relatedness became the expert teachers' initiator more than competence andautonomy. 7. Teachers' job stability affected the satisfaction of relatedness. 8. The homeroom teachers' duty was advantageous in enhancing autonomy and relatedness. 9. The relationships between teachers and students increased their relatedness.