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Applying Teacher Beliefs into the Process of Students’ Moral Development
teacher beliefs;moral education
|Issue Date: ||2011-05-23 16:35:01 (UTC+8)|
The purpose of this study was to investigated how an elementary school teacher, Shin-Shin (pseudonym) elementary school in Kaohsiung City, applying her own teacher beliefs into the process of student’s moral development. The qualitative method was applied in the research; by observing the teacher-student interactions in class, and collecting information from daily life, such as anecdote records, teacher’s reflections, informal interview records…and so on.
Teacher belief influences the teacher's expectation to the class and the attitude to the children. However, the formation of teacher belief is a very complex process. With the role of ""the teacher as the researcher"", researcher did the self-reflection and made her own teacher belief more clear. By putting this belief into daily practice, researcher developed the moral atmosphere of class, observed kid's daily behavior in classroom, documented class events related moral issues and the strategy being used, and investigated the transformation of morals education of students during the research process. Moreover, researcher described the problems she met and her reflections during the process. In sum, the conclusions were described as follows:
1.The formation of teacher belief was a dynamic process.
2.Teachers abandoning the authoritarian would help to understand students’ moral education learning.
3.The moral education should be practiced in the daily life.
4.Using diverse strategies would promote students’ moral education learning.
5.Parents, teachers, and administrators should cooperate together and take the responsibility for students’ moral education.
Keyword: teacher beliefs, moral education
|Appears in Collections:||[兒童與家庭服務系(所)] 博碩士論文|
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