碩士 / 東海大學 / 教育研究所 / 104 / The purpose of this study is to inquire into the influences that the service-learning course has on those student teachers when it comes to shaping Teacher’s Beliefs. The Beliefs that a teacher keeps in mind about teaching is quite important; therefore, the role that a teacher plays in the learning process of his/her students is highly regarded. There is a wide diversity of aspects that many studies regarding Teacher’s Beliefs have dealt with, however, our attempt has been made specifically at the following three aspects: determining teacher’s role, the teacher-student interaction patterns as well as the cognition about students’ disparities. The idea of service-learning course originated in Dewey’s Experiential Learning, adopted in order that, via real life experiences, all student teachers can experience or observe a mutual corroboration between the knowledge acquired in real life or in any occasion and the one acquired in classes. Turning the abstract concept into the concrete experiences contributes to better learning. Moreover, emphasizing how the acquired “knowledge” is converted into “knowing” helps better understand the process of knowledge being established.
The present research has been carried out as a case study, in which we have the student teachers from a comprehensive university, Tunghai University, where a center for teacher education has been set up, as our study subjects. We’ve conducted semi-structured interviews as a way to collect facts data, accompanied by some documents at hand for comparison. The investigator in charge searched for relevant documents, integrating them so as to induce some facets suitable for the feasible observation of this study, elaborating interview topics in accordance with the curriculum, and anticipated some possible questions that could be raised.
The present study indicates: having taken service-learning course, actually interacted with school students, participated in curricular activities, and experienced or observed a variety of in-class situations involving teachers and students, those student teachers did go from knowing little about determining teacher’s role, equivocal understanding about students’ disparities and smattering of teacher-student interaction patterns to knowing well the diverse roles of a teacher, realizing students’ disparities and diverse traits and consequently gaining more experiences and reflections on teacher-student interaction.
| Identifer | oai:union.ndltd.org:TW/104THU00331004 |
| Date | January 2016 |
| Creators | CHOU,SHENG-DIAN, 周聖典 |
| Contributors | TENG,CHIA-EN, 鄧佳恩 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 99 |
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