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My Professional Development of Gender Education--- from Feminist Pedagogy Perspectives
Home Economics Teaching
Professional Development of Gender Education
I am a home economics teacher who works at senior high school for 9 years. In the meanwhile, I am a seed teacher of gender education as well. In the course of school teaching, I tried my best to emerge Home Economics from handcraft stereotype, and joined the incorporation of Gender Education into the teaching of Home Economics. As the time pass by, the problems of status identity were augmented. I wonder how a home economics teacher with gender consciousness can manage her / his curriculum, and think about the connection between them. At last, I regress to the professional area of home economics and create a new style class with my students. The Methodology of the thesis is narrative research. I reviewed my life story, illustrated the awareness of gender consciousness, and understood my multi-roles between family, school and study areas. The dimension of family is about the awareness of study processes and marriage. The dimension of school is about the status and challenge of home economics teacher. The dimension of study is about the corners of part-time master’s program. As practice of gender education, there are 3 stages: The first stage is from 1998 to 2001. I studied the “classroom observation” and analyzed lesson programs. Then my conclusion is: “Classroom observation is not a normal or real teaching environment”. The second stage is from 2002 to 2003. I was a master digress student at that time. My teaching tuition advanced a lot. The third stage is from 2004 to 2005. I finished my master degree classes. Then I built a new style class with my students, combined home economics with gender consciousness. By reviewing the process of practice, I systematize the experience of gender education; analysis the changing context of teaching technique; create the useful teaching strategy; finding dialogue and support system; generalize important conditions of professional growth in gender education; and advance recommendation about future studies. Several finding according to the study are as follows: (1) Advisers can help to clear difficulties and give support. It’s enrich teacher’s professional growth. (2) By reviewing life stories, teachers can aware their multi-roles and improve gender consciousness. (3) By surveying the teaching belief and changing sequences, teachers can find their changing stages. (4) By avowing practice knowledge and professional dialogue, teacher can keep introspecting and growing. (5) Voicing and building supporting system are the basic rocks of promoting gender equality education. Several suggestions according to the study are as follows: form growth group within school; maintain dialogue; improve professional abilities; keep studying the improvement of students’ gender consciousness and activity strategies; analysis from different aspects; have more dialogue between practice of gender education and growth experience.
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