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1
LEÃO, Alessandra Mendonça. "A CONCEPÇÃO DE PROFESSOR NO CICLO DE FORMAÇÃO: UM ESTUDO BASEADO NA PROPOSTA DE GOIÂNIA (GESTÃO 2001-2004)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2020.
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Previous issue date: 2008-08-25<br>This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country<br>Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país
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Resnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.
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Years of high stakes testing and managerial directives to improve student test scores created a trend of teachers’ declining sense of efficacy and agency. Researchers have yet to examine the perceptions of teachers following requirements to improve student engagement and school climate in an effort to improve academic performance following the authorization of local and national educational accountability reforms. The purpose of this study is to examine how teachers perceive their efficacy and agency in response to the addition of nonacademic measures and the requirement of documented input from teachers and other stakeholders into educational policy planning procedures. Veteran K-12 teachers’ responses to survey and interview questions were coded, analyzed, and organized into themes to generate an educational theory. Grounded Theory Methodologies (GTM), Culturally Responsive Methodologies (CRM) and Critical Pedagogy (CP) informed data collection methods and theoretical foundations for this study. The creation of a safe dialogical space between the practitioner researcher and participants developed a relationship for both to engage as co-researchers. Teachers discovered renewed senses of efficacy and agency while acknowledging their leadership potential in schools and the community. This study and further practitioner research with teachers in schools will inform pre-service education training programs and confirm teachers’ role as critical intellectuals in American society.
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
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Hwang, Shwu-Mei Jerich Kenneth Frank. "The perceived effectiveness of teacher education for junior high schools in Taiwan a comparison between preservice and inservice teachers /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835909.
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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.
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CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another.
The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction).
The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching.
The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.<br>Temple University--Theses
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Wong, Siu-ping. "Listen to what students say : students' perceptions of the characteristics of a good teacher /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139253.
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Schneider, Kathleen A. "Teaching experience as a determinant of middle-level teacher concerns." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535891.
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The purpose of the study was to identify and compare the perceived concerns of novice and experienced teachers in the middle-level teaching years. The population consisted of 200 public school teachers and 100 Catholic school teachers in grades six, seven, and eight in the state of Indiana.A forty-item questionnaire listing concerns in the areas of professional growth, classroom management and routines, instructional activities, and evaluation problems was utilized. Three null hypothesis were tested by using a multivariate of analysis of variance (MANOVA). Decisions with regard to the hypotheses were made at an alpha level of .05.Findings1. No statistically significant differences were found to exist between novice and experienced teachers.2. No statistically significant differences were found to exist between male and female teachers.3. No statistically significant differences were found to exist between public school and Catholic school teachers.4. Salary commensurate with demands for professional growth, motivating pupil interest and response, stimulating critical thinking and developing good work and study habits were identified as major professional concerns of teachers.Conclusions1. Level of experience does not account for major differences in the degree of concerns of teachers.2. Sex of the teacher does not account for major differences in the degree of concerns of teachers.3. Type of school--public or Catholic--does not account for major differences in the degree of concerns of teachers.4. The area of Instructional Activities causes the greatest concern followed by Classroom Management and Professional Growth. Evaluation Problems causes the least concern.5. Salary, motivating student interest and response, developing in students good work and study habits, and stimulating critical thinking are major concerns for teachers.6. Individual items causing concern for teachers have experienced modest changes during the past 14 years.<br>Department of Educational Administration and Supervision
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Cheng, Kwai-ling Queenie. "Synergy between classroom learning and professional development of teacher a case of historical investigation at secondary three /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35331070.
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Pai, Fang-Yun, and 白芳芸. "The Action Research of A Junior High School Non-Primary Novice Home-room Teacher Using Experiential Learning Cycle on Classroom Management." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33245032244543167848.
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碩士<br>國立東華大學<br>教育研究所<br>98<br>The researcher is also the actor in this research. This is a study of qualitative research method aiming to explore the problem-solving strategies and methods of classroom management for a non-primary novice home-room teacher. The researcher wanted to explore the transition of students’ learning behavior and attitude by using experiential learning cycle. Besides, the researcher wanted to explore the interaction of on the teacher and the students.
First, the researcher read the related literature about the experiential learning, non-primary novice home-room teacher, and classroom management to build theoretical foundations of the research. The samples of thirty-seven students come from Green Junior High School （pseudonym）which the researcher taught. The research period can be traced back to the first two years of the non-primary novice home-room teacher and the third school year twenty weeks in the first half semester and fourteen weeks in the second half semester with action intervention that applies the experiential learning cycle to classroom management. The researcher adopted four kinds of curriculum designs: project adventures, speeches, videos, and the files which were made by the researcher. The data collection are interviews, students’ documents, and self-analysis journals, moreover, the researcher presented the data findings and analysis using the first person “I ”.
There are three conclusions of research：
First, the classroom management strategies and methods of non-primary novice home-room teacher: “Experience” is the best teacher in the classroom management. There aren’t the best strategy and method. There are just the most suitable strategy and method.
1. For the non-primary novice home-room teacher, it is awkward at first but skilful later on and go from strength to strength.
2. The reflexivity ability and revisions of the non-primary novice home-room teacher is the power making teacher better.
3. The non-primary novice home-room teacher using experiential learning cycle for classroom management is effective.
Second, after the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management, the interaction on the teacher and the students were positive.
Third, the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management:
1. Facing “schoolwork” the learning behavior and the learning attitude transfer to negatively for not negatively.
2. Facing “non-schoolwork” the learning behavior and the learning attitude transfer to negatively for positively.
Based on the results of this research, three suggestions more proposed for the non-primary novice teachers, the schools, and following researchers.
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王怡琦. "A junior high school teacher of high teacher efficacy." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/60281385195873999504.
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碩士<br>國立中正大學<br>教育研究所<br>89<br>The main purpose of this study is to probe the context of teacher efficacy, its source and the coherence in any situation. A qualitative research design was employed in this study to gather data and analysis date. The researcher observed a confident being a high teacher efficacy teacher as the case in a high school for a case study, and observed two of her classrooms. The researcher gathered data of “ teacher efficacy ” from classroom observation, interviews, and some related documents. The result of the above study as below :
1. The teacher efficacy inclusion teaching efficacy, classmate management efficacy, and the efficacy of proving pluralistic option to adjust students’ philosophy.
2. The source of teacher efficacy inclusion the support of school administration and coworker, good emotion management, and improving profession actively.
3. Teacher efficacy is fluctuant.
4. The relation between teacher efficacy and students’ studying achievement isn’t clear.
5. The relation between teacher efficacy and Teacher’s role isn’t clear.
Key words:
Teacher efficacy 、 Self-efficacy 、 Coherence of efficacy 、 Qualitative research、High school teaching
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吳皇輝. "Case Study of Junior High School Science Teacher." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74454227969627223025.
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Lu, Hui-nuo, and 盧慧娜. "Teacher Speech Elaboration in Junior High School EFL Classrooms." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/35191698149545750484.
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碩士<br>國立彰化師範大學<br>英語研究所<br>86<br>Abstract
The present study was designed to investigate teacher speech
elaboration in junior high school EFL classrooms with special
reference to its types, functions, and contexts in which the
elaboration occurs. Data were collected through classroom
observation and unstructured interviews. Classroom observation
was conducted on two teachers'' instruction of two lesson units
in two different classes. Unstructured interviews were done
during the classroom observation intervals. Major
findings were as follows: First, among the 16 types
of teacher speech elaboration, grammatical explanation
was most frequently used by junior high school EFL
teachers. The next one was semantic explanation.
Antonymity was the type adopted least frequently.
Secondly, among the 6 functions of teacher speech elaboration,
increasing students'' comprehension was the major function. The
minor ones were attention getting, eliciting, emphasizing, being
humorous, and informing in the order of decreasing frequencies
of occurrences.
Thirdly, almost all types of teacher speech elaboration were
used mainly for increasing students'' comprehension; this
comprehension increasing function was mainly accomplished by
grammatical explanation.
Fourthly, as for the contexts where teacher speech elaboration
occurred, a majority of teachers'' elaboration occurred in the
instructional phase, and more elaboration was used in the
exercise guiding episode.
Fifthly, EFL teachers'' elaboration of their speech was
frequently accompanied by some actions, which constituted an
elaboration process. Three steps were included in it; they were
partition, expansion and combination. Five types of elaboration
processes were found since not all of the three steps
necessarily occurred in an elaboration process. Among
them, elaboration involving partition was used much
more frequently than single elaboration.
Finally, several factors leading to the occurrences of teacher
speech elaboration were found. They were teachers'' expectations,
teachers'' conceptions of language learning and teaching,
teachers'' personal biases, students'' grades, students''
English proficiency levels,the content of the teaching
materials, and time limitation. Pedagogical
implications and suggestions for future studies were also
suggested.
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Hsiao, Miao-Hsien, and 蕭妙仙. "School Climate, School Belonging, and Teacher-Student Relationships of Junior High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/34092689729996145671.
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碩士<br>大葉大學<br>教育專業發展研究所<br>98<br>The purposes of this study are to explore students’ perceptions of school climate, the sense of school belonging, and teacher-student relationships among junior high school students, to examines the difference on students’ perceptions of school climate, the sense of school belonging, and teacher-student relationships by analyzing the back-ground variables and the relationship among the three main variables, and to develop the multiple regression between criterion and predictors. Moreover, this study develops the structural equation model, which serves the purpose of illustrating the linear struc-tural relationships among the relevant variables.
This study used investigation method to test 18 junior high schools in Changhua county, including 520 students, imposed by the personal background, " School Climate Scale ", " School Belonging Scale," and " Teacher-student Relationship Scale. " Some statistics methods were applied for the data analysis, using SPSS 12.0, and the good-of-fit of structural modeling and the relationships between dominant variables and observing data were investigated, using AMOS 5.0.
The research results are that there were significantly differences in gender, grade, numbers of classes concerning school climate, school belonging and teacher-student re-lationships. School climate, school belonging and teacher-student relationships are significantly correlated. And the data, from school climate and school belonging, can predict the teacher-student relationships well. There was a good fit measure result and the teacher-student relationships in junior high school students had significantly affec-tions on school climate and school belonging.
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Wang, Din Jung, and 王定中. "The political alienation of junior high school teacher in Yilan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/82026277310328641838.
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碩士<br>佛光人文社會學院<br>公共事務學研究所<br>93<br>This research mainly is take in Yilan junior high school teacher as an object, attempts to study this race group political alienation. I hope can penetrate this research, can initially understand in the Yilan junior high school teacher's political alienation, and the penetration can statistical analysis its origin and the variable, supplies after political alienation correlation research. The research tool is by from arranges "political alienation origin meter",and Xu Huoyan once used "political alienation overall target ", And aims at in the Yilan County all country the teacher to carry on asked the volume general survey, altogether recycles effectively asks volume 829. According to asked the volume fills in answers the result, counts the software to carry on the material analysis the result, this research main discovery as follows:
1. Yilan junior high school teacher's political alienation is strong.
2. Sparsely analyzes by political alienation origin meter, can discover in the Yilan junior high school teacher's political alienation appears the split-blip distributed situation.
3. Sparsely looked by the origin of political alienation , in the Yilan junior high school teacher's political alienation mainly is the political isolation and the political normlessness.
4. Analyzes by individual factor, the sex, the marital status, teach the period of service and teaches the area to be able to affect in the Yilan junior high school teacher's political alienation.
5. "Political alienation origin meter" and "political alienation overall target "shows the uniformity and the relevance, represents this to ask the volume has certain effect.
6. In Yilan County's country the teacher 80 % concentrates "the alienation voter " and "the indignant world voter", "the approval voter" and "the indifferent voter" does not only occupy two tenths.
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Chen, Ching-Hah, and 陳慶鶴. "Research on the characters of junior high school'''' excellent teacher." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/66608668321447892044.
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Ching-liang, Huang, and 黃景良. "A Study of Teacher Participation in Junior High School Management." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/3s3b72.
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碩士<br>國立臺灣師範大學<br>教育學系研究所<br>86<br>The main purposes of this study are to explore the relevant connotation and method of implementation about teacher participation in school management, and to survey the current situation of teacher participation in junior high school management and the opinions from the school staff for this topic. Then, based upon research findings, proposals and recommendations are to be offered for improvement of teacher participation in junior high school management. In order to accomplish the purpose, this study has adopted the methods of literature review as well as questionnaire. First, the researcher explores the relevant connotation and method of implementation about participative management through theoretical analysis. Next, the researcher compiles "Questionnaire for teacher participation in school management" so as to understand the current situation of teacher participation in junior high school and the opinions from the school staff for this topic. Finally, the researcher offers substantial suggestions based upon the conclusions of this study. The objects of this study are the school staff of public junior high school in Taiwan Province, Taipei City and Kaohsiung City. 71 schools have been sampled and 1010 copies of the questionnaire have been dispatched. The effective samples actually acquired are 714 copies. The data of questionnaire have been proceeded for statistical analysis under the statistic packaging software "SAS for Windows". Based upon the data of literature review and of questionnaire, the conclusions have been reached as follows: 1.There are multiple functions resulting from teacher participation in school management, but they don''t serve well enough in junior high school now. 2.The way of teacher participation in school management can be varied. 3.Teachers can participate in all school''s decision and the degree of teacher participation should depend on the kind of decision. 4.The degree of teacher participation is low now, and teachers are of "decisional -deprivation". 5.Decisional participation from staff with different sex, post, seniority, level of education, and school scale make some differences, and decisional participation from staff with different school area and teacher association make slight differences. 6.Four rules for identifying appropriate teachers to participate are the test of expertise, relevance, jurisdiction and desire while implementing participative management. 7.There may be many programs of teacher participation in school management, but among them, only some programs are applied in junior high school now. 8.There may be many barriers in teacher participation in school management, but there are only some barriers encountered in junior high school now. 9.Effective teacher participation consists in certain conditions, which are not fully met with in junior high school now. According to the result of the study, the following proposals are offered: 1.The junior high school should increase the opportunity and degree of teacher participation. 2.Not all teachers can participate in all decision. The degree of teacher participation should depend on the kind of decision and teachers'' requirement. 3.The participative desire of school administrators and teachers should be promoted. 4.The participative opportunity of female and teachers, with seniority under 15 years, of college diploma, or in large-scale schools, should be increased. 5.The barriers and conditions of the school should be examined to pave the ready way for teacher participation in school management. 6.The suggestion of the teachers should be valued, preventing teacher participation from formality. 7.Teachers should enhance both the knowledge and ability in teaching and administration to participate actively and display their profession fully in school management. 8.Put in practice the provisions of decrees which define the teacher participation in school management. New decrees should be added if not sufficient or indefinite ones should be revised. 9.Participative management curriculum should be arranged for school administrators and teachers in the process of pre/in-service training. 10.Administration institution must adopt positive measures and empower
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Lin, Fang-chun, and 林芳君. "Teaching Belief of One Junior High School´s Mandarin Teacher." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/8qcam8.
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碩士<br>慈濟大學<br>教育研究所<br>96<br>The goal of this study is to investigate the Teaching Beliefs of Mandarin
teachers, and the tactics these beliefs inspire.The object of the study is a Mandarin teacher with 28-years experience. The study adopts the “Narrative research way” to collect information through observations of the teaching environment, documents, introspection notes, interviews, et cetera, to analyze and interpret the Teaching Beliefs of Mandarin teachers, and the tactics they inspire in general teaching. The study also examines the teacher’s Mandarin professional knowledge, the teacher’s role in the classroom, and the teacher’s beliefs about the teaching environment.
This study finds that family education, abecedarian, and the accumulation and adjustment of teaching experiences influence the cultivation of teaching beliefs. The tactics these teaching beliefs inspire divide into two sections: to adopt both direct and indirect ways of teaching Mandarin; to stress daily life, teaching management, and cooperation of parents and teachers for class operation.
In the end, the study poses recommendations on professional progress, enhancements to the building of teaching files, and suggests future research as a reference for later study of relevant subjects.
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lee, chuan-chuan, and 李娟娟. "Constructing an Audition Criteria for Junior High School Substitute Teacher." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75860041514483070821.
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碩士<br>樹德科技大學<br>經營管理研究所<br>104<br>In recent years, due to the low birth rate, the number of junior high school students shrinks. That cause the demand of official teachers decreased. Many school have to appoint substitute teacher to solve the probrem of teacher’s shoetage. However, teacher’s quality effects the character of education seriously. Therefore, it is important to select a standard for appointment of outstanding substitute teachers.
This study intends to create a criteria concerning the rule of recruiting substitute teachers. The first process was to collecte selection modes for substitute teachers of junior high schools in Kaohsiung City. The research direction integrated the Affinity Diagram method and popular works of reference. The main method was to use Analytic Hierarchy Process and Fuzzy Multiple Criteria Decision Making method.
This study visited some experienced educators including principals, boards of recruitment and senior teachers in junior high schools. Through one-to-one interview, several weighted grades of selection criterion were collected. These results presented the importance of substitute teachers with professional quality of education through the weighted grades. Expectantly, this study would provide an objective and helpful criterion to recruit substitute teacher for junior high schools.
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Cheng, Wen-Peng, and 鄭文鵬. "A Study of Teacher Culture In A Junior High School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/63519892881719405559.
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碩士<br>國立臺灣師範大學<br>教育學系<br>93<br>The change of teachers’ behaviors has been viewed as a key point to the success of educational reforms in recent years. But there are only a few field studies focusing on teachers’ everyday life and no report is about the culture of junior high school teachers. Thus, my first objective is to investigate the contents of teacher culture. Then, I analyze the relationship between the formation of teacher culture and the context which teachers are in. Third, I clarify the mechanism by which teacher culture sustains and transits. At last, I make conclusions about the characters of teacher culture and propose some implications on educational reforms.
To fulfill above purposes, the research adapts the case study approach and collects data by long-term participant observations and interviews. Various kinds of documents are also gathered during this period. Through the field study, I inquire how teachers think and act in everyday life and what solutions they have when they confront problems. All the data is analyzed into three themes which were suggested by Peter Woods in 1983.
Research results are as follows:
一、The contents of teacher culture are the results of interaction between structure and agent.
二、There are two concerns of teachers that influence the formation and the characters of teacher culture:
(一)For teachers, value instruction is more important than academic teachings.
(二)Administrators and administrative interventions are viewed as interference to teachers’ work.
三、Teacher culture has a potential power to change the structure.
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Lin, Jing-Ping, and 林靜萍. "Teacher-student interaction analysis in junior high school physical education." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/38399167956428133800.
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Hanna, Alice E. "Special education in junior high school : teacher preference for service delivery." 1994. http://hdl.handle.net/1993/9802.
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Ting, Chuang Shi, and 莊詩婷. "A Self-searching Journey of a Female Junior High School Teacher." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/43362376358946637131.
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碩士<br>國立交通大學<br>教育研究所<br>96<br>Everyone always plays the multiple roles in life, and the roles will differ in the different life situation and phase. However, the author realized that she will face the understanding and adaption of various phases and roles. And she pointed out the issues of various roles by the description of the life experiences. The author also could review the various roles and chase the life phases by lasting reading and conversion.
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Ku, Betty, and 谷湘琴. "Teacher Repetition in Junior High School EFL Classrooms: A Case Study." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/79174067504407030596.
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碩士<br>國立彰化師範大學<br>英語研究所<br>86<br>The present study aimed to investigate junior high shcool
EFL Teachers'' repetition structures in their classrooms. Data
were collectedthrough classroom obsevation. Two teachers were
observed in the presentstudy. Each teacher''s instruction of two
lesson units in two different classes was recorded and
transcribed for analysis. The data were analyzed and discussed
in terms of repetition types and functions.Comparisons were made
between different teachers, different grades and among different
classes. The major findings were as follows: Firstly, as to
the types of the repetitions teachers made, abouthalf of them
were exact repetitions. The teachers made fewer expanded,
bilingual and reduced repetitions. Paraphrases were made the
least. As to the fuctions of repetiitons, about one third of
them were used for acknowledgment. The teachers also used
repetitions for clarification,emphasis, response eliciting,
topic controlling, intelligibility providing, strategic
repetition, confirmation check, and attention getting.
Secondly, for both teachers, other-repetitions were mainly used
foracknowledgment; while self-repetitions served all functions
except confirmation checks and acknowledgment, with
clarification as the most frequent. Thirdly, a comparison
between the two teachers showed that their utilizing of
repetition types and functions was very similar. The
comparisons among the four classes and between the two grades
showed thatboth teachers changed their repetition strategies in
accordance with the various levels and the learning attitudes of
students.
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Liao, Chih-Wei, and 廖芷唯. "An Exploratory Study of Teacher Questioning Strategies in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fes78p.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>應用外語系<br>106<br>This study investigates the use of questioning strategies of a junior high EFL teacher in Taiwan. This study does not only to investigate teacher questions in terms of form and function, but also explores the preferences and the frequency of teacher questioning strategies. Additionally, this study examines students’ perceptions in order to gain a better understanding of their preferences toward questioning posed by teachers in general.
The participants were one junior high school English teacher and one seventh grade class in Taoyuan city. Data were collected over a period of three months. The data sources included classroom observations, pre-and post-interview, field notes, and questionnaires related to students’ perceptions toward teacher questions. The audio-recorded data were transcribed. Then, the transcribed data were categorized by question form and function, and the frequency distribution of each type of question was calculated; also, the questioning strategies were examined, and ranked with frequency. Furthermore, SPSS was exploited to compute the descriptive statistics of student’s questionnaires.
The results revealed that the most frequently asked question form was wh-questions and the most commonly employed question function was to elicit response. The findings signified that the most frequently adopted questioning strategy was repetition. Moreover, the students’ overall perceptions toward teacher questions were positive. From the students’ perspectives, incomplete questions were considered the most useful question form for them to learn the target language, whereas the teacher regarded wh-question as the most effective. While asking questions, the teacher provided students with scaffolding. In addition, the study found some inconsistency between the teachers’ beliefs and classroom practices in terms of the two forms of questions and the function of question. Pedagogical implications on classroom interaction and questioning were also discussed.
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Huang, Chih-Hsun, and 黃志燻. "Development of a Technology Readiness Scale for Junior High School Teacher." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/91023406063828799734.
Full textAbstract:
碩士<br>國立高雄師範大學<br>工業科技教育學系<br>91<br>Since lead the high-Tech knowledge and technology in, the environment, society, economy and individual are impacted. Do People prepare themselves well to face the challenge of new technology?
The purpose of the study was to development of a technology readiness scale for junior high school teacher in Taiwan, R.OC. The methodology of this study included a literature review and standard process of scale’s development.
According to the literature review, the definition of technology readiness is the preparing status on psychology before he/she engaged in technology action. The draft of high-tech measuring scale was developed based on the standard data collected from junior high school. The result of this study demonstrated that technology readiness scale consist of three aspects of technology readiness, they are technology procedure readiness, technology knowledge readiness and technology context readiness. The main finding of the study were as follows:
A. After modified by LISREL, the technology readiness scale owns high reliability and validity.
B. The technology readiness scale has three functions on classing the technology readiness status, predicting the behavior potential, measuring self-efficacy of technology action.
C. Technology knowledge readiness is a key in technology readiness. It has high correlation in technology procedure readiness and technology context readiness.
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Shu, Lee Hui, and 李惠淑. "A Study of Teacher Performance Evaluation Criteria in Junior High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/31293203822185054305.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育研究所<br>91<br>A Study of Teacher Performance Evaluation Criteria in Junior High School
ABSTRACT
The purpose of this study is to build up a set of standards those are adaptable to the evaluation criteria for teacher performance in the junior high school. To accomplish this purpose, The methodology of this study included a literature review, the Delphi Method and the questionnaire survey. First, based on the related theory and literature, and then review, analyze, and induce them to realize and set up the items and content of the teacher performance evaluation criteria. Second, ask for specialists(expert panel) opinions and ideas on the degree of importance of the evaluation criteria for teacher performance in the junior high school. The result of it demonstrated that evaluation criteria consist 5 evaluation domains, 14 evaluation items and 56 evaluation indicators. Third, developed and edited “Research Questionnaire of Teacher Performance Evaluation Criteria in the Junior High School” to collect and analyze the teachers’ opinions about the evaluation criteria. Questionnaires were delivered to those schools in 5 Northern Taiwan counties and cities【Taipei City, Taipei County, Taoyuan County, Keelung City, and Hsinchu County(City)】. 526 out of the 700 questionnaires sent out were effective. Last, integrated the expert panel and the teachers’ views about the evaluation criteria for teacher performance in the junior high school. The conclusions of this study are as follows:
1. The evaluation criteria for teacher performance in the junior high school consists 5 evaluation domains, 14 evaluation items and 56 indicators.
2. Integrate and analyze the expert panel and the teachers’ views about the 5 evaluation domains, the importance and the degree of the common consensus are ideal, and so are the evaluation indicators.
3. Both the expert panel and the teachers agree “the practice and ability of teaching” and “the class management “ are the most important evaluation domains of all.
4. There are 23 extremely important evaluation indicators both the expert panel and the teachers agree.
5. The teacher’s views about the evaluation criteria for teacher performance in the junior high school don’t have the significant difference with different sex, educational degrees, school scales, and school districts.
6. The teachers’ views about the evaluation criteria for teacher performance in the junior high school have the significant difference with different functional titles, ages, and years of service.
Recommendations and advices based on the conclusions of above research were made for educational authorities, junior high schools, teachers, and for future studies.
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Ko, Yi-Ru, and 柯怡如. "The case study of teacher history teaching in junior high school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/48146308324446053617.
Full textAbstract:
碩士<br>國立臺北教育大學<br>課程與教學研究所<br>98<br>Abstract
Teacher while delineating a teaching blue print, rely on impossibly and only is a theories knowledge, include among them of is the teacher is personal a set of processing teaching affairs produced is in the teaching field the area of system. The researcher wants to investigate how teacher in the junior high school carry on the teaching, fored the actual teaching that the teacher is real in the classroom and combines "teach what" with "how to teach", is the concern focus of this research. The history part focusing teacher's teaching to learn realm at the society.
According to the above-mentioned research motive, this research aim is inquiring into history teacher's history cognition toward textbook in junior high school, and this study using a case study to enforce on inspiring the teaching process of teacher’s historical thinking. The teacher of individual case is for research object, experience successively five months ( 2007.6~2008.1 ) of the observation of the classroom scene, assist with interview, document analysis etc. strategy, get a following research detection and conclusion:
1. The individual case teacher's foundation of the history cognition, because of the academics knowledge learned by it, practice teaching experience and the practice guides a teacher and attends school experience and influences very much.
2. The individual case teacher still over-emphasizes the professor of statement knowledge in the operation the curriculum, the only a little amount history knowledge has the meaning of the history academics "investigation".
3. The individual case teacher is in the statement the ideal concerning how let the student learn historical viewpoint, often is actual with it of operation curriculum and fall to differ.
4. The individual case teacher believed deeply the accumulation of teaching knowledge and teaching experience and contribute to the curriculum operation of history teaching.
Finally researcher according to the research put forth a suggestion to the junior high school teacher, junior high school and follow-up researcher as a result.
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Lin, Mei-Ling, and 林美玲. "A Study of Teacher Certification Systems--The Case of R.O.C. Junior High School Teacher Certification." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/91009506739317648588.
Full textAbstract:
博士<br>國立高雄師範大學<br>教育學類<br>86<br>A Study of Teacher Certification Systems
──The Case of R.O.C. Junior High Schoool Teacher Certification
ABSTRACT
Teacher certification connects teacher education program
with practice teaching, and forms licensing process. How do
preparatory and multi-channel teacher education programs and
school-based practice teaching influence accountability and
licensing standards? It deserves us studying the theme.
There are four purposes of the study:
1.Understanding the related literature and theories.
2.Understanding the teacher certification systems of five
developed countries (United Kingdom, France, Germany,
United States, and Japan) and Republic of China (R.O.C.) in
order to gain insights and suggest lessons of experiences
what we can learn.
3.Understanding the view of three normal universities and
department of education of Cheng-Chih University, higher
education institutions'' teacher education program centers,
educational administrative organizations, teacher seminars,
teacher unions, legislators, school staff, and householder
unions of R.O.C. about the first phase, practice teaching,
and the second phase of teacher certification.
4.According to the conclusions of study, the author provides
suggestions for R.O.C. teacher certification for junior high
school teachers.
The methods of study contain literature review and survey
research. Literature review includes six countries, and survey
research contains questionnaire (N＝1,229) and interview (N＝43).
The conclusions of study list below:
1.The approach of teacher education tends to be preparatory and
pluralistic.
2.The foundation of licensing standards is nothing to do with
the protection of academic freedom.
3.There are designated institutions responsible for the first
phase, practice teaching, and the second phase of teacher
certification.
4.The way of first-phase certification influences practice
teaching.
5.Teacher seminars have the function of integrating teacher
education program and practice teaching.
6.The first and the second-phase certification, both of which
don''t take test, can not guarantee the promotion of teacher
quality.
7.The training of teachers as professionals is different from
that of civic servant.
8.The members of national professional teaching certification
board consist of broad interested groups.
According to the conclusions, the suggestions of study list
below:
1.Be careful to steer the orientation of teacher education
program and the way of teacher training.
2.Early establishing teacher certification standards.
3.The process of teacher certification should include individual
tests, program accreditation, and institution accreditation.
4.Founding teacher seminars in order to integrate teacher
education programs and practice teaching.
5.Setting up experimental schools and contract school consortium.
6.Planning and realizing practice teaching in order to reinforce
the function of teacher certification.
7.Developing academic master degree theses to be more
professional / practical.
8.Founding national teacher certification institution or board,
and reinforcing the function of teahcer union''s certification.
9.Suggesting the teacher certification model of R.O.C..
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Chin, Yu-Ping, and 金玉萍. "A Study on the Junior High School Teacher''s Case Management Competence." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19144765764882304814.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育心理與輔導研究所<br>92<br>The purposes of this study were: (1) to establish the categories of case management competence junior high school teachers possess; (2) to find out their current competence level; (3) explore the differences of competence level; (4) to examine the prediction power of different background variables.
“Junior High School Teacher Case Management Competence Scale” was developed and applied in this study. The Scale was mailed to sixty-four public junior high schools from twenty-two different cities in Taiwan. The participants were 378 teachers. The obtained data were analyzed by descriptive statistics, t-test and one-way ANOVA. The results indicated:
(1) The case management competence among junior high school teachers can be defined into eight categories. They are counseling traits, professional ethics, interaction with students, preparation before interviews, interaction with other school counselors, helping skills, interaction with parents, and student information collection.
(2) The teachers’ competence level did not differ significantly in terms of gender, school locations, and types of school system.
(3) The teachers’ competence level differ significantly in terms of position, educational level, case management experience within one year, and the experience of being supervised.
(4) The number of years of teachings did not make significant difference on the competence level. However, the other four variables did. They are number of years of case management, weekly counseling hours in the past year, and number of years under supervision. Among the four variables, weekly counseling hours in the past year has the greatest prediction power.
According to the results of this study, the auther provided implications for junior high school teachers, school administrators, teacher training organizations, and government officers. Suggestions for futuer studies were also provided.
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CAI, BAO-FENG, and 蔡寶鳳. "The knowledge and the attitude of leprosy in Junior High School teacher." Thesis, 1987. http://ndltd.ncl.edu.tw/handle/61721099541138902425.
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Li, Yazhen, and 李雅貞. "The Life Story of a Beginning Teacher in a Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/58249699201669085701.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士班<br>100<br>Abstract
I decided to write my stories to record how a beginning teacher lives in the education field in this era. At that time, I did not know that I would undergo a major risk of destruction and rebirth. To reveal the facts as truly as possible, I exposed my private diary, teacher logs, and student life questionnaire to the readers completely. I link up all these documents with my life story. I hope I can bring teachers a new opportunity to see some differences by sharing my inner reflection with those who struggles for education. I was bought up by the traditional education. I was a student under the obsession then. I was punished just because my hair cut was too short when I was a junior high school student. My father slapped me because I contradicted him, and my eardrum was hurt. After I graduated from the senior high school, I was admitted to a Normal University, but I did not want to become a teacher at all. After the internship, I found jobs one after another, but I could not stay at the same job for a long time. Later, my father fell ill, and I finally chose to be a substitute teacher. I served in the junior high school which my three sisters attended before. The public school is totally different from the private Girls’ High School I studied in before. I began to seriously consider preparing the big test to be a qualified teacher. However, I had tuberculosis later. I was a substitute teacher and also a patient. Somebody had watched me take medicine daily for one hundred and eighty days. Then I passed the big test and admitted to become an official teacher. This is my first time to be a class teacher. When my students were in their first grade, I asked them to do group competition. When they were in their second grade, my class became a model class which was always in order. When they were in the third grade, I completely lost myself, and I just let the students go. I looked back into my past life, and accepted that I was unable to change anything. I finally regain the power through self reflection.
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Li, Mei-Hua, and 李美華. "The exploration process of Emotional Cultivationby by a Junior high School Teacher." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/69155327641776592486.
Full textAbstract:
碩士<br>國立東華大學<br>課程設計與潛能開發學系<br>100<br>This thesis adopts the approach of narrative description. The researcher herself is the subject of the thesis. The thesis intends to explore the process of the researcher’s own emotional experiences and emotional cultivation. It closely looks at the struggles that the researcher has to deal with while she is playing the multiple roles of being an administrative staff, a junior high school teacher, and a family member at the same time. All the thoughts and ideas that came along with the events the researcher encountered during this process are put into words to be an emotion note. The researcher wrote down these thoughts and further produced more thoughts after reexamining them. Finally, the researcher organized her own changes and seeing what she found. Apart from writing, narrating, and investigating her administrative work, teaching, and family life, the constant observation, rethinking, and understanding also helped the researcher to become more sensitive of her own emotions and feelings. Hopefully, the researcher can further become the dominator of her own emotions.
The researcher got the opportunity to improve my emotional cultivation and develop the ability of self-investigation while taking the course –“Teahcer’s Emotional Cultivation and Emotion Education in School”—in graduate school. Besides, also had the chance to scrutinize and reconstruct myself during the writing process of the present thesis. The writing process of this thesis enables me to interpret the past events in different ways. Also, it empowers me to be more confident with the coming challenges in the future.
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Wang, Feng-yi, and 王鳳儀. "The Case Study of Classroom Management Strategies of Junior High School Teacher." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50246125555805012163.
Full textAbstract:
碩士<br>國立臺南大學<br>教育經營與管理研究所碩士班<br>99<br>The aim of this study was to investigate classroom management strategies of case teacher in junior high school. There was one purposes in this study described as follows：to investigate the current condition of case classroom management strategies of the case teacher.
This study adopted case study. The participant of this research was one junior high school teacher in Kaohsiung County. The methods of data collection included observations, in-depth interview, and documentary analysis supported by voice recording,on-site descriptions and reflective diaries to collect primary data and conduct through investigations. Based on literature review,research analysis and discussions, the conclusions of this study were drawn as following:
The current condition of classroom management strategies of the case teacher,
including:（1）The strategies of administrative management in the classroom can be divided into 4 dimensions which include 13 strategies,such as “The strategy of setting clear class targets.”（2）The strategies of routine and counsel management in the classroom can be divided into 4 dimensions which include 15 strategies,such as “The strategy of setting class rules with students.”（3）The strategies of environment management in the classroom can be divided into 2 dimensions which include 12 strategies,such as “The strategy of the mother teacher’s seat for observating students easily.”（4）The strategies of interpersonal relationship management in the classroom can be divided into 4 dimensions which include 17 strategies,such as “The strategy of flexibility to play the role of the mentor”（5）The strategies of parent-teacher cooperation management in the classroom can be divided into 4 dimensions which include 15 strategies,such as “The strategy of efficiency of using contact book well.”
Finally, based on the results of this study about the classroom management of homeroom teachers in junior high schools, this research provided some suggestions for the teachers and future studies of junior high schools.
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SU, Chun-Tung, and 蘇純婷. "Testing the 3×2 Achievement Goal Questionnaire for Junior High School Teacher." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/yy96wc.
Full textAbstract:
碩士<br>國立中正大學<br>成人及繼續教育研究所<br>103<br>The purposes of present study were to testing (1) the 3×2 achievement goal questionnaire (2) the 3×2 achievement goal questionnaire nomological network. The survey method was used to collect data. Study samples were 712 teachers from 34 junior high schools. Using competing model and Potential variables regression model for data analysis, the result indicated that:(1) the 3×2 achievement goal questionnaire as a whole is good, the combination of the six dimensions of reliability were higher than .91, convergent validity and discriminant validity good, good internal consistency,(2) Six Dimensions of a first-order model is best suited for junior teachers measure achievement goals,(3) Antecedent variables can predict the 3×2 achievement goals, 3×2 achievement goals can predict outcome variables, indicating that 3×2achievement goals may explain the observed teachers in the country of data. Implications and suggestions for research and practice were discussed.
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Lo, Hui-Fang, and 羅慧芳. "Research of Teaching Belief of a Junior High School Performing Art Teacher." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/78136679886494394579.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>舞蹈碩士班<br>99<br>Research of Teaching Belief of a Junior High School Performing Arts Teacher
Abstract
The research of teacher belief is growing in recent decades. However, few of them focus on teacher belief of performing arts. Our work investigates how the performing arts teachers form their beliefs through teaching the courses of creative dance in junior high school. Our purposes are following: 1. Understand teacher beliefs of those performing arts teachers who have dancing backgrounds.
Analyze the factors which affect teacher beliefs of performing arts teachers. To realize teacher belief of our respondent, we adopt case study method which is mainly based on classroom observation and in-depth interview.
1.Our case-study respondent has 6 kinds of specific teaching beliefs with
totally 17 items, including beliefs of courses structure, beliefs of teaching objective, beliefs of teaching methods, beliefs of classroom management, belief of relationship between teacher and students and beliefs of valuation.
2.The relationship between the teaching beliefs of our case-study
respondent and her/his own teaching behaviors is quite closed, moreover, it affects the teaching plan, practice and evaluation of creative dance-teaching.
3.Our case-study respondent’s growth background plays an important role
on his/her teaching. It affects 7 items of teaching beliefs, namely one-third of all. The respondent’s professionalism mainly influences the beliefs of course-design.
4.There are some inward and outward factors obstruct realizing these
teaching beliefs.
Finally, our research gives some suggestions to teacher of Performing Arts, schools and education administrative units.
Keywords: Performing arts courses, performing arts teacher, teacher belief
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YANG, YU-CHAN, and 楊玉嬋. "Risk Assessment of Job Stress for Vagabond Teacher in Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/62287082631258062438.
Full textAbstract:
碩士<br>朝陽科技大學<br>保險金融管理系<br>105<br>The purpose of this study is to explore the sources of job stress faced by vagabond teacher in junior high school. In this study, we interviewed four vagabond teachers in junior high school, and conducted structured interviews to record the actual situation of their work environment, job stress and job input, as well as why they can continue on the exam of teachers.
The data of the interview were sorted out and analyzed, and the possible sources of job stress are as follows: the instability caused by vagrancy, the stress caused by uncertainty, time and age, work outside of teaching, economy stress, physical exertion and money spent during the test season, peer pressure, and self-expectation. It shows that job stress of vagabond teacher in junior high school is multi-oriented.
Finally, the following suggestions are made for government , school and vagabond teacher:
First, adjust the balance of supply and demand of teachers, smooth retirement system, a unified selection test of teacher, to give vagabond teacher a better welfare system.
Second, to supply counseling and assistance, friendly and respectful attitude.
Third, enhance the strength, waiting for an opportunity, to cultivate the second expertise beside teaching.
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洪秋蘭. "Junior High School Students’ Teacher-student Relationships, Peer Relationships and Well-being." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/31856245445158604886.
Full textAbstract:
碩士<br>國立彰化師範大學<br>教育研究所<br>99<br>The study explored the relationships among junior high school students’ teacher-student relationships, peer relationships and well-being. 814 students were recruited from junior high schools in central Taiwan to complete the study instruments. The descriptive statistics, two-way ANOVA, two-way MANOVA, and Linear regression analysis, were used to analyze the data. The results of the study indicated that:
1. Junior high school girls have better teacher-student relationships and peer relationships than boys.
2. Seventh graders have better teacher-student relationships than eighth and ninth graders.
3. Seventh graders have better peer relationships than eighth and ninth graders.
4. Seventh graders have higher level of well-being than ninth graders.
5. Teacher-student relationships and peer relationships could positively predict junior high students’ well-being.
Finally, suggestions for further study on the investigation on developmental meanings in terms of well-being, teacher-student relationships and peer relationships were proposed.
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Lai, Joanne, and 賴秀芬. "The Practical Knowledge of an Expert English Teacher in Junior High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/19377010532864083881.
Full textAbstract:
碩士<br>國立中正大學<br>教育研究所<br>91<br>The Practical Knowledge of an Expert English Teacher
in Junior High School
Abstract
The purpose of this research is to explore the practical knowledge of an expert English teacher in junior high school. Qualitative research was conducted, and the data were collected from participant observation, in-depth interview, and document analysis. After collecting and interpreting the data, the results were listed as follows:
1.the content of an expert English teacher’s practical knowledge
The content of an expert English teacher’s practical knowledge is divided into seven main parts. They are writing instruction, phonetics instruction, grammar instruction, listening instruction, oral instruction, Reading comprehension instruction , and vocabulary instruction. There are seven kinds of knowledge taken into consideration. They are English pedagogical knowledge, English content knowledge, general pedagogical knowledge, knowledge of learners and their learning, curriculum knowledge, self knowledge, and knowledge of teaching context. Besides, knowledge of second language teaching is taken into consideration.
2.the characteristics of an expert English teacher’s practical knowledge
The characteristics of an expert English teacher’s practical knowledge are effectiveness, adjustment to the teaching context, and practical knowledge is getting better by reflecting teaching experiences all the time.
3.the possible framework of a junior high school EFL expert teacher’s practical knowledge:
The framework of a junior high school EFL expert teacher’s practical knowledge embraces t teaching image, practical principle, and practical rule. Practical rules are the most concrete and are guided by practical principles. Practical principles are guided by teaching image. Teaching image is existed as a metaphor, it is the most abstract.
4.the possible factors influencing the practical knowledge of an expert English teacher
The possible factors influencing the practical knowledge of an expert English teacher mainly come from reflection and adjustment according to teaching practice all the time, the revelation of past teaching experiences, and other factors, such as individual growth process, individual school education, and religion belief. It is reflection and adjustment according to teaching practice all the time is the most critical factor that a teacher becomes an expert teacher.
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Li-Ching, Yu, and 游利菁. "Teacher Education and Professional Development of Junior High School Performing Arts Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/90928548547003034483.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>舞蹈碩士班<br>101<br>Teacher Education and Professional Development of Junior High School Performing Arts Teachers
Abstract
As the Nine-year Curriculum was implemented, performing arts has been incorporated into the curriculum and has brought exciting elements to the junior high-school education. However, the overall scheme of fostering qualified teachers and programming further study is falling
behind. A significant gap exists between the generalized, integrated nature of the current performing arts courses and the specialized training the teachers have been received. This gap has tremendous impact on teachers’ passion towards teaching, their sense of achievement, and yet their self-identification as performing arts teachers. Therefore, from the point of view of a professional teacher, this research aims to explore the qualifications a teacher of performing arts requires, and how the pre-vocational training would improve the effectiveness of teaching.
This was a qualitative case study research. The results came from the analysis of the interview, class observation and documents collection. By analyzing multiple research participants, an education program for teachers of performing arts are examined in order to find out how well the program enhanced their professional knowledge, and how the education program matches the actual capacity requires the junior-high teachers. Initial findings from this research are as following:
1. Pre-service education courses trains the performing arts teachers in junior high school with the ability to professional dance knowledge, ability to design and plan the courses, ability to teach and examination capacity.
2. Eight professional abilities define the qualification of the performing arts teachers in junior high school, including: ability to plan the curriculum, ability to design the course, ability to teach, ability to integrate, ability to manage the class, ability to gather information, ability to evaluate, and to develop professional knowledge.
3. Pre-service education courses have different influence on Junior High School Performing Arts Teacher’s professional development. In the future, it can further enhance by teaching content and learning hours especially in domain categories, Material Teaching and Teaching Practice also Educational Practice internship course.
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Lin, Shih-Tin, and 林詩婷. "A Study on Parent-Teacher Communication and Its Response for Homeroom Teachers in Junior High School - A Case of C Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/44advf.
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Ling-Ling, Li, and 李玲玲. "The relationship among teacher-student attachment, teacher discipline, and life adjustment for junior high school students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/85624502218911146547.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育心理與輔導學系碩士在職專班<br>102<br>This study aims to investigate the relationships among teacher-student attachment, teacher discipline, and life adjustment for junior high school students. This study employed the questionnaire survey to collect data. The sample consisted of 533 students (272 boys and 261 girls) from junior high schools in Taiwan.The instrument used in this study included the Inventory of Parents Attachment, Inventory of Teacher Attachment, Teacher Discipline Scale, and Difficulties Questionnaire. The data acquired were analyzed by descriptive statistics, t-test, one-way ANOVA, Dunnett’s post hoc test, Pearson’s product-moment correlation, and multivariate regression.
The main findings of this study are as follows:
1.There was significant negative correlation between teacher-student attachment and students’adjustment difficulties.
2.There were significant negative correlation between teachers’ responsive discipline and students’adjustment difficulties.There were significant positive correlation between teachers’ demanding discipline and students’ adjustment difficulties.
3.There were no significant differences among male and female teachers’ discipline.
4.There were no significant differences among male and female students’awareness of their teachers’ responsive discipline.There were significant differences among male and female students’ awareness of their teachers’ demanding discipline. Male students’ perception were higher than female students.
5.There are significant differences among the students in different grades in regard to their awareness of their teachers’ discipline. The level of the response received by the ninth grade students were significantly higher than seventh and eighth grade students. The level of the demandingness received by eighth grade students were significantly higher than ninth grade students.
6.The students’adjustment difficulties can be predicted by teachers’demanding discipline.
Finally, in light of the findings, some suggestions for education and future study were proposed.
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Wu, Rongru, and 吳容茹. "The Study on the Relationship between Junior High School Teacher Professional Identity and Role Performance: An example of Junior High School Teacher in Yun-Lin and Chia-Yi Area." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/44043618095927373925.
Full textAbstract:
碩士<br>國立中正大學<br>教育學研究所<br>99<br>The Study on the Relationship between Junior High School Teacher Professional Identity and Role Performance: An example of Junior High School Teacher in Yun-Lin and Chia-Yi Area
Abstract
The purpose of this study is to explore the relationships between teacher’s professional identity and role performance of junior high school.
According to the study procedure, the study was preceded by tools which was developed by the researcher and named “The Relation between junior highest school teacher professional identity and role performance in Yunlin and Chiayi” to investigate above issue. The study is based on questionnaires. 600 teachers from Yunlin and Chiayi junior high school were stratified ratio randomly sampled as research subjects where retrieved 410 valid questionnaires; each of them was processed by statistical methods such as “Descriptive Statistics”, “T-Test”, “One-Way ANOVA”, “Analysis of Product-moment Correlation:. The major findings were in the following:
1. The content and current status of the teacher’s professional identity and role performance in junior high school in Yun-Lin and Chia-Yi were above the average.
2. The teachers’ demographic variables such as gender, age, the position were to show the significant difference in teacher’s professional identity in junior high school form Yun-Lin and Chia -Yi. Female has higher identification than males, the elder are higher than the younger, and the directors are better than other teachers. However, the professional background, years of working in the school show insignificant in the same inventory.
3. The difference school background variables such as the size of the school and the location of the school show insignificant difference in teacher’s professional identity in junior high school from Yun-Lin and Chiai -Yi.
4. The teachers’ demographic variables such as gender, age, the professional background, the position were to show the significant difference in teacher’s role performance in junior high school from
Yun-Lin and Chia -Yi. Male are better than female teachers, the elder are
better than the young and the directors perform the best among all
teachers. However, years of working in the school show insignificant in
the same inventory.
5. The difference school background variables such as the location of the school show insignificant difference in teacher’s role performance in junior high school from Yun-Lin and Chia -Yi.
6. The content and current status of teacher’s professional identity and role performance in junior high school in Yun-Lin and Chia -Yi were positively correlated.
7. The teacher professional identity can effectively predict teacher’s role performance.
8. Background variables can explains role performance, and the job position is the most distinctive. The role of counsel and management has quite powerful explaination, and it shows the directors and the homeroom teachers of a school have more active and motive performance in it.
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Hsu, Hui-Yu, and 許慧瑜. "Research on Interpersonal Aspects of Classroom Management of Junior High School Homeroom Teacher." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/85219382574756352959.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>98<br>This study aimed to realize the current state of interpersonal aspects of classroom management of junior high school homeroom teachers. There were three purposes in this study:
1. to find out what the homeroom teachers thought about students and how they interacted with students;
2. to find out what the homeroom teachers thought about parents, subject teachers and the administration and how they interacted with parents, subject teachers and the administration;
3. to find out what the homeroom teachers thought about themselves and the coping strategies they used when they were in classroom management.
Ten teachers of different subjects were selected and interviewed to collect data. According to literature review, data analysis and discussion, results were as follows:
1.Students：Teacher surveyed indicated that students had both positive and negative characteristics, they suggested that teachers should pay more attention to the positive characteristics of students and use appropriate methods to interact with students. The strategies they used were: build relationships, understand students, communicate effectively, set up rules and discipline appropriately.
2.Parents：Teacher surveyed approved of the importance of parents and they mentioned that there were all kinds of parents nowadays so teachers should note the skills of interacting with parents. As for interactiive strategies, they emphasized the concept of connecting and communicating with parents. Teacher contacted with parents in different ways and they mentioned that when communicating with parents teachers should talk skilfully and clearly.
3.Subject teachers：Teacher surveyed viewed subject teachers as partners; when interacting with subject teachers, the strateies they used were assistance, communication and coordination.
4.Administration：Teacher surveyed viewed the adminstration as supports; when interacting with the adminstration, they mentioned that they seldom sent students to the administration and if in need they would communicate directly with an indication of needs.
5.Homeroom teacher self：Teacher surveyed expressed that the job they did were complicated, the roles they played were multiple, and that their role-setting of homeroom teacher has changed due to their own parenting experience. As for coping startegies, they empahsized flexibility and change, positive interpretation, experience accumulating, physical and mental preparation, professional growth, pressure adjustment and religious belief.
Finally, based on the conclusion of this research above, the researcher offers some suggestions for homeroom teachers, school and educational administrative authorities and future study.
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Yi, Hsiang Lin, and 林義翔. "Functions of Teacher Praise: A Case with Two EFL Junior High School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/04319936227323903069.
Full textAbstract:
碩士<br>國立中正大學<br>外國語文研究所<br>99<br>Although teacher praise has been investigated in different fields of education over decades, praise research in the EFL context is very limited. It has been recognized as a technique of positive reinforcement, however, it was reported to be inconsistent and not contingent by several studies. Based on this, Brophy (1981b) infers that teachers do not use praise as a technique of reinforcement only. 8 functions of teacher praise are then suggested by Brophy. However, these functions are only based on his inferences and lack of empirical evidence. Therefore, the present study aims to investigate the functions of teacher praise in an EFL context. Two English teachers from a junior high school in southern part of Taiwan joined in the study. Data were collected from 22.5 hours of video recordings in their classes and were transcribed into verbatim transcripts. 489 praises were located and identified from the data. The functions of praise were analyzed and verified with the teacher participants through follow-up interviews. After data analysis, the study confirmed 5 functions that Brophy suggests. In addition to that, it was found that teachers also use praise as ending a conversation, as protecting student, as return to student’s compliment or favor, as irony to express a sense of humor, and multi-functional praise. The results of the study are consistent with Brophy’s (1981a; 1981b) arguments that teacher praise does not only function as reinforcement.
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Wu, Dong-Lin, and 吳東霖. "The Characteristics as a Good Teacher which Junior High School Students Care about." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50646861424841723440.
Full textAbstract:
碩士<br>國立臺北教育大學<br>心理與諮商學系碩士班<br>98<br>This research aimed to investigate the characteristics as a good teacher which junior high school students care about. Based on previous studies, the characteristics being a good teacher includes four dimensions: teaching competency, student-teacher interactive competency, teacher literacy, and career commitment. Other than the above mentioned four dimensions, what junior high school students care regading a good teacher? Four public junior high schools in Taipei County were selected with a total of 12 focused groups whom were interviewed about their perspectives. Results showed that a good teacher has three characteristics:
1. The macroscopic tutor: Balance between student’s want and education's need.
2. Life mentor and good friends: the indispensable interaction needs.
3. Fairness and commitment: profound preparation and awesome performance being judged by student audiences.
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Lin, Peiyu, and 林佩瑜. "Teacher Questioning and Classroom Participation in Two Taiwanese Junior High School English Classrooms." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23183871227226402706.
Full textAbstract:
碩士<br>國立中正大學<br>外國語文研究所<br>99<br>A few studies have worked on the exploration of teacher questioning used to elicit student responding in ESL contexts (Andrews, 1980; Cole & Williams, 1973; Dillon, 1982b; Swift & Gooding, 1983), and some studies have focused on the choice of the medium of instruction made by native English Speaking Teachers (NESTs) and non-native English Speaking Teachers (NNESTs) (Guthrie, 1987; Kim & Elder, 2005; Mitchell, 1983; Polio & Duff, 1994). Nevertheless, it remains unclear that whether teacher questions in different mediums of instruction would affect students’ classroom participation in EFL contexts. Therefore, the aim of this study is to explore teacher questions in different mediums of instruction to encourage junior high students’ classroom participation in Taiwan.
Two English teachers, one NEST, who spoke English only, and one NNEST, who spoke both English and Mandarin, and their two classes of students in a junior high school in middle Taiwan were invited to participate in this study. The data collection techniques in this study consisted of classroom observations, teacher interviews, and student questionnaires.
The results showed that (1) display questions were the teacher question type used most frequently in both Mandarin and English; (2) based on the frequency of students’ responses, display questions were the teacher question type encouraging student responses most; (3) the medium of instruction was found to have affected students’ classroom participation; and (4) students’ English proficiency, students’ attention to learning, whether students like the teacher or not, and whether students consider the class is interesting or not were also found to have affected students’ classroom participation.
It is suggested that further research could work on investigating more participants, such as more NESTs and NNESTs or more student participants in different ages, exploring the influence of the medium of instruction on students with different English proficiency level, and discovering different forms of classroom participation, such as group discussion.
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Kao, Shiuan, and 高瑄. "A Study of Teacher Strategies in a Junior High School Special Education Classroom." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00652800090637974226.
Full textAbstract:
碩士<br>臺中師範學院<br>國民教育研究所<br>93<br>The purpose of this study was to investigate the teacher strategies in the special classroom at a junior high school. The research subjects were two special class teachers and the students of these classes. By observing, interviewing, and document-collecting to get the data which comprehended the strategies that the special class teachers used and the meanings of these strategies. The conclusions were as follows:
1. According to the game theory, the special class teachers were always the winners.
(1)In this individual case, the teacher-student relationship was not dynamically a balanced state. Everything was under teachers’ control, which meant they were absolutely the winner in the game.
(2)The teachers wanted to create an authoritative but friendly interaction image which differed from the relation of cooperating and opposing of the game theory that tried to get the most advantages itself.
2. As to the teacher strategies using in the special class included teaching strategies, strategies of behavior modification and strategies of teacher-student interaction. The theme of the special class teacher strategies were “The ordinary of the exceptional, and the extraordinary of the commonplace”.
(1)Although the strategies which teachers used in the special class were no difference from using in the general class, teachers would teach the special class students according to their ability. Thus, teachers would attain their teaching purpose.
(2)Teacher strategies of behavior modification included “award and punishment”, “oral warning”, and “eying strategies”. Teachers often appealed to authority in order to control students immediately.
(3)Teacher strategies of interaction were both authoritative and friendly. The teachers applied them contingently according to the students’ behavior and learning conditions.
3.While the abrupt incidents happened, teachers would take indirect strategies to avoid the direct conflicts with students.
Based on the conclusions above, this study offered the suggestions for further researchers and special class teachers.
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馬琇容. "A Study on Professional Growth and Teacher Efficacy of Junior High School Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/53134039998107311147.
Full textAbstract:
碩士<br>國立彰化師範大學<br>教育研究所<br>97<br>The purpose of the study was to investigate the relationship among the teachers' professional growth and teacher efficacy in junior high schools. Questionnaires were administered to a sample of 488 junior high school teachers in central Taiwan. The collected data were analyzed by the statistical methods of reliability analysis, confirmatory factor analysis, descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. The conclusions of this study were: 1. The teachers of junior high schools perceived a middle level on teachers' professional growth. 2. The teachers of junior high schools perceived a middle level on teacher efficacy. 3. There was a significant difference in professional growth, professional attitude, counsel ability, human relationship by years of teaching. 4. There was a significant difference between teacher efficacy, personal efficacy by gender. 5. There was a significant difference in teacher efficacy, all level of teacher efficacy by years of teaching. 6. There was a relationship between professional growth and teacher efficacy of teachers in junior high schools. 7. The professional growth performance of teachers in junior high schools can predict the performance of teacher efficacy. Based on the results of the research, this study provided suggestions respectively on the institute of educational administration, junior high schools and future studies.
Key Words: Teachers’ Professional Growth, Teacher Efficacy
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LIN, Hsiu-chen, and 林秀蓁. "A Junior High School Science Teacher''s Teaching and Mananging Practice in Laboratory." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/09959271284308861199.
Full textAbstract:
碩士<br>國立高雄師範大學<br>科學教育研究所<br>83<br>This study used interpretive research methodology to do intensive
laboratory observations of a science teacher at a junior high
school. The study investigated the teaching practice and the
managing in laboratory of the teacher and found out the teacher''s
beliefs. The methods used in the data collection were observation
on field, audio- and video- recording, interviewed with teacher
and students, questionnaire, and the collection of portfolios. The
interview with the teacher was used the model which Clark and
Peterson(1986) presented in "A Model of Teacher Thought and
Action". The theory of data analyzed was Hermeneutische
Spiral-Verstehen and Dialectic. Then nine assertions were formed
as following:
1.According to the concepts involved in experiments, steps of
experiments, students''abilities, and equipments, the teacher used
different strategies and practices to form the meaningful
experimenting and learning for students.
2.Using questioning which involved the concepts and experimental
activities, he teacher stimulated students'' thinking and made
students taking part in activities in the laboratory.
3.Using the oral present or demonstration as advance organizers
for the more abstract complicate concepts and steps in
experiments, the teacher made students understanding the meanings
of experiments and learning the inductive-deductive method.
4.Let students self control the processes of experiments then
students will be able to proceed the laboratory operations and
to realize the nature of scientific activities.
5.Emphasizing the dangers in laboratory by the way of highly
authority and consideration, let student work in laboratory
under the safe and trustful conditions.
6.Evaluating students'' responsibility in cooperative and
competitive activities the teacher promoted the team spirits,
attitude. and skills of each students.
7.On epistemology of scientific realism, logic of confirmation,
and logic of discovery, the teacher made students'' way of
thinking being intensive and the scientific attitude being more
seriously.
8.Treating students as her (his) own children and doing as says,
the teacher constructed a trustful and hopeful atmosphere in
classroom for students'' learning.
9.The teacher shifted her (his) role between captain and priest
to inspire the students'' potential and diligently studying.
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Jiang, YiJing, and 江怡菁. "An Action Research on Promotion of Group Counseling by Junior High School Teacher." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/95775456265370615352.
Full textAbstract:
碩士<br>國立彰化師範大學<br>輔導與諮商學系<br>92<br>An Action Research on Promotion of Group Counseling by Junior High School Teacher
-Example of Promotion Adolescent Self-Esteem Group
YiJing Jiang
Abstract
The main objectives of this thesis include: to realize the difficulties a junior high school counseling teacher faced in the practice of promoting group counseling by exploring the process of an action research; to seek the ways of resolution through a process of examination in a discussion with collaborative researchers; to determine the important factors affecting junior high school students’ characteristics of low self-esteem and their formation, in turn to promote group members’ self-esteem by adopting action strategies in the working field and to analyze the effects of group experience on group members’ self-esteem; and to examine the significance of the entire action process to the researcher.
The conclusions of this action research are described as follows:
1. Preparation tasks for the promotion of group counseling in a junior high school are important. During action, it is found that leader’s state, group topic, group credos, well-established group plan, preparation of relevant tasks, and leader’s expression of warmth and sincere attitudes are helpful in proceeding group activities.
2. The intricate effects of factors from family, school and society cause low self-esteem students who lack senses of security, affection and acceptance, belonging, control ,competence and purpose present in today’s junior high schools.
3. After finding problems and causes of their formation, group leader can develop the optimal strategy for the working field according to the practical direction of group and group member’s characteristics, and adopts actions to reach the group goals.
4. The atmosphere of warmth and acceptance provided by the group allows group members to perceive senses of being loved and accepted, and to be aware of their importance. This makes them feel confident that they have the potential and ability to improve their lives, and keep their goals for the future. Thus, group experience is helpful in promoting group members’ self-esteem.
5. The process and flexibility of the construction-examination-reconstruction cycle in action research give teachers much room for implementation, in which they can conduct studies with combination of theory and practice in the working field, acquire further growth and changes, and promote their professional competences.
Finally, according to the results described above, a number of suggestions are also proposed on junior high school counseling teacher’s group counseling, education of self-esteem, and action research as reference for school counselors.
Key words: self-esteem, group counseling, action research