A study on the relationship between teaching belief and practice of preschool teachers—An example of theme teaching.

• Main Authors: CHANG, YU-CHUAN, 張毓娟
• Other Authors: LIN, CHIN-TSAI
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/rk25u9

博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 107 === The purpose of this study is to explore the relationship between teaching belief and theme teaching practice of preschool in Taipei, New Taipei,Taoyuan city. By adopting qualitative method, using purposive sampling to choose the 18 participants, then the data collection including teacher’s folio and documents related to this study analysis, in-depth interview, and observations in one semester. After that, research results and findings were found and summarized as follows: 1. The teachers’ beliefs majorly emphasis on child-based center professional teaching thinking、planning and practice in order to let children’s happy learning experience. 2. The teachers’ beliefs change are combined with influenced factors. These factors interact mutually and change significantly teachers’ teaching practice. These factors are “support of peer coaching”、”peer cooperation”、”self-awareness and reflection of teacher”、”involvement and feeback of children”、”support and feeback of school leader”、” assistance of outer expert ”、”in-service advanced study”. 3. The teachers’ beliefs on theme teaching process have changed on child-based center professional teaching practice、teacher-child co-construct curriculum development、playful learning、flexible teaching, using loose parts to teaching materials, open learning-environment planning and focusing teaching process. 4. The teachers’ beliefs on theme teaching process became clearance type, enlightenment type and complexity type. 5. The teachers’ beliefs on theme teaching process became positive growth by means of “thinking←→ knowing←→acting←→reflecting”process. Finally, based on the research results and findings stated above, the author advises related program about teacher professional development for the teachers, preschools, pre-service education. Moreover, provides constructive suggestion for future academic research.