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|Other Titles:||Pedagogical Practice and Student Identity: The Comparison of an Art Class and a Regular Class in a Junior High School|
Department od Education, NTNU
This study focuses on how teachers exert an influence on students' identity formation and future development through their pedagogical strategies, classroom interaction with students, behavior management and student-teacher relationships. Students in an art class in a junior high school in Taipei county were compared with students in a regular class in the same school and same grade. Observations, interviews and document analysis were employed. Teachers were found to have different expectations for students in the two classes. Students in the art class were regarded as being college-bound and highly regarded in every respect. Their counterparts in the regular class, in contrast, were only asked to behave themselves; they were considered relatively passive and lacking in self-confidence. In consequence, students in the art class had a higher degree of self-esteem and self-confidence; students in the regular class appeared less optimistic, with a lower level of motivation. As for career planning, students in the art class had a clear goal: to attend public senior high schools; students in the regular class were only expected by their teachers to have hands-on skills and to go to vocational schools.
|Appears in Collections:||教育研究集刊|
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