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A Case Study of a Junior High School Teacher's Pedagogical Transformation in Practicing Project-based Learning
Pedagogical Reasoning and Action
The purpose of this research is to explore the 12-year compulsory education, which literacies-based that schools have developed the inquiry-based alternative curriculum. When teachers face student-centered, what do their curriculum and transform teaching process look like, and how do they think and interpret it? What are the factors that affect teachers' teaching transformation and the challenges they face? What are the changes in the teacher-student interaction in practice, and what is the new understanding that the teachers think? Therefore, in this context, the researcher takes a case study of a junior high school teacher who practices in project-based learning for an example. Through qualitative research methods of classroom observation, interview and document analysis, and then the researcher employs major steps of Shulman's (1987) pedagogical reasoning and action to examine pedagogical transformation of a teacher. The research results found that under the project-based learning, the teacher's teaching transformation are (1) transformation and teaching practice cycle each other, and the teacher's understanding transformation is affected by the actual learning situation of the students and constantly readjusted, forming a cyclic inquiry course with learning by doing. (2) The change of teacher-student relationship. When the appearance of student learning is changed to autonomous inquiry, teacher's inherent teaching habits and dominance will re-understand. (3) The culture of teaching and learning adds challenges related to students' emotions and teacher face multiple role transitions.
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