頁籤選單縮合
題名 | 從個案教師內在信念展望教師接納新知的契機=The Promise of Humanistic-Approach of Teaching in Terms of Teacher Beliefs |
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作者 | 洪志成; 蘇冠榮; | 書刊名 | 新竹師院學報 |
卷期 | 17 民92.12 |
頁次 | 頁351-372 |
分類號 | 522.2 |
關鍵詞 | 教師信念; 人本主義; 教師專業成長與革新; 理論與實務; Teachers belief; Humanistic; Teaching profession; Techer change; |
語文 | 中文(Chinese) |
英文摘要 | The main purpose of this study is to explore whether, by simply accessing to a new theory, teacher's beliefs and practice will be enhanced. Carl Rogers' (1902-1987) Humanistic Theory was adopted as a case in this study. It highlights whole-person development instead of focusing on intellectual development. A senior high school teacher called Teacher S was selected to participate in this study and the focus was on how she would change after accessing to Rogers' theory. The results showed that large proportion of Teacher S's concerns on teaching focused on academically preparing her students for passing college entrance exam and reacted to Roger's theory with mixed perceptions. After deeply reading Rogers' theory in full-text type, Teacher S became to accept more of that theory and got encouraged due to the consistence between Roger's ideas and some of her innovational ideas such as allowing students to learn at their own pace. The effect of accessing to new theory in this study is no less significant than those found in some longer-time intervention programs (Widden, Mayer-Smith, & Moon, 1998). It was also noticed that Teacher S's acceptance more and more ideas from Rogers was partly due to the consistence between her religious beliefs and some of Roger's ideas. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。