The Application of Integrating Teacher-in-Role into Young Learners' Character Education

• Main Authors: Cheng, Ya-Ju, 鄭雅如
• Other Authors: Chou, Shiao-Yuh
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/tpxa5r

碩士 === 亞洲大學 === 創意商品設計學系 === 107 === The purpose of this study was to explore the pedagogical effects of “teacher in role” in young learners’ character education. It aimed to decrease children's negative behavior and promote action-researchers’ professional development. There were 28 young learners participants. There were 15 lessons in total in this action research. The data were collected through various methods: young learners’ character behavior observational rating scale, video observation, anecdotal observation, expert dialogue, reflection diary, interviews with young children, their mentor teachers and parents. The action researcher used picture books as materials for planning drama-integrated lessons to teach five character themes: care, respect, responsibility, justice, and honesty. The research results showed that 1. Young learners like the use of teacher-in-role and gave positive learning feedback. Moreover, their oral expression was improved and their negative behaviors decreased. 2. Teacher-in-role integrated practice enhanced the action researchers’ professional development both in conducting drama-integrated and daily classroom practice. Based on the above, the researcher believe the application of teacher-in-role had good effects on young learners’ character education and their oral expression. It is suggested that nursery teachers widely apply drama as pedagogy in their classroom practice.