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|Other Titles:||A Case Study of Secondary School Civic Beginning Teachers' Curricular Belief in Law-Related Education|
Office of Teacher Education and Career Service
The studies rarely, however, explore how the teachers interpret the law-related education and their own teaching experience. This paper aims at portraying three beginning teachers' curricular belief in law-related education by semi-structured interviews to understand the perception of the law-related education's curriculum goals, cUITiculum content and teaching experience. The result showed that: first, that the case teachers perceived the law-related education 's curriculum goals and content presents the perspecti ve of “ abiding by the law" and of “ human rights protection" and that the case teachers perceived the law-related education's teaching strategy also has the tension between teacher-centered approach and student-centered approach. Thus, the case teachers' curricular belief in law-related education is like a hybrid. Second, according to the case teachers' teaching experience, the paper shows the textbook about law-related education has the decontextualized problem so that it might be hard to response the students from diverse culture. Based upon the findings , this paper argues the conundrum of law-related education is how teachers reconstruct the different law-related education's curriculum goals and content, make curriculum decision and exert the teaching agency to response the differentiated teaching context and students.
|Appears in Collections:||中等教育|
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