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|Other Titles:||A Study on Hands-On Instructional Representation of Outstanding Senior High School Living Technology Teachers|
Office of Teacher Education and Career Service
The implementation of Living Technology curriculum is focused on the handson learning activity; however, some technology teachers cannot use instructional representation in teaching hands-on learning activity appropriately. This study is focused on exploring outstanding living technology teachers' hands-on instructional representation and influencing factors for future reference in teaching hands-on learning activity. Six outstanding living technology teachers are selected in this study; meanwhile, the grounded theory is employed in this study and the conclusions are: (1) Outstanding teachers' instructional representations are focused on questioning, cooperative learning, and students' hands-on activity; (2) The influencing factors of teachers' instructional representations are focused on textbooks, students' characteristics, and the integrity of facilities in technology laboratory. According to previous conclusions, the following suggestions are made: (1) The living technology teachers should focused on developing the competency of applying different handson instructional representations; (2) The living technology teachers should develop their living experience and personal characteristics; (3) The living technology teacher education institutions could develop appropriate teacher education or on-job training programs.
|Appears in Collections:||中等教育|
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