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|Other Titles:||A Survey Study of Elementary Teachers' Beliefs and Related Aspects of Teaching Language Arts|
Department od Education, NTNU
Recently, educational practices have been influenced by the constructivist perspectives, not only in science and mathematics but also in language arts. Facing the impact of curricular and instructional reform, teachers’ beliefs behind their pedagogical practices play an important role. The purpose of this study was to investigate elementary teachers’ beliefs about teaching language arts through a questionnaire survey among 855 teachers from 113 elementary schools in the Chiayi-Yunlin area. The results show that most elementary school teachers’ beliefs about teaching language arts tend to reflect constructivist points of views. However, their teaching styles are more or less still textbook-driven. In general, differences of grade, age, school location, or workshop experience, except gender, make no significant differences on teachers’ beliefs about teaching language arts. In addition there are two factors of teachers’ beliefs of teaching language arts. They are “process-oriented teaching” and “textbook-driven instruction”. In terms of individual factor of beliefs, there are significant differences among gender, age, experience of teaching and of teaching language arts. When a teacher’s belief of teaching language arts tends toward constructivist views, this teacher prefers to provide opportunities for language arts learning out of children’s experiences and interests, and emphasizes the integrated processes of meaning-making in language arts instruction.
|Appears in Collections:||教育研究集刊|
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