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Tytuł pozycji:

Exploration of Teacher Life Stories: Taiwanese History Teachers' Curricular Gatekeeping of Controversial Public Issues

Tytuł:
Exploration of Teacher Life Stories: Taiwanese History Teachers' Curricular Gatekeeping of Controversial Public Issues
Autorzy:
Hung, Yu-Han
Temat:
Foreign Countries
Secondary School Teachers
Knowledge Level
Teacher Role
Controversial Issues (Course Content)
Teacher Background
Case Studies
History Instruction
High Schools
Semi Structured Interviews
Observation
Curriculum
Social Studies
Decision Making
Beliefs
Professional Identity
Teacher Attitudes
Język:
English
Źródło:
ProQuest LLC. 2017Ph.D. Dissertation, Michigan State University.
Dostępność:
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Recenzowane naukowo:
N
Page Count:
149
Data publikacji:
2017
Typ dokumentu:
Dissertations/Theses - Doctoral Dissertations
Education Level:
Secondary Education
Abstractor:
As Provided
Data wpisu:
2017
Dostęp URL:
https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10268971  Link otwiera się w nowym oknie
Numer akcesji:
ED576423
Dysertacja/Praca dyplomowa
This study investigated Taiwanese secondary school teachers' personal practical knowledge of their gatekeeping practices as it relates to the teaching of controversial public issues. The study examined how a teacher's life history enters into the curriculum they teach. In particular, it asks how this life history impacts their controversial public issues gatekeeping. The study is grounded in an instrumental case study of six Taiwanese secondary history teachers in senior high schools in Taiwan. Semi-structured interviews, non-participant observation and an analysis of the formal and informal Taiwanese curriculum (such as the National Curriculum Guidelines and Social Studies lesson plans and textbooks) form the basis for my inquiry. A central finding of this study illustrates how these teachers' personal practical knowledge influences teachers' decision making and gatekeeping of controversial public issues in Taiwan. Key findings include that these teachers explain their teaching choices by making references to their personal practical knowledge. Personal practical knowledge is an approach to understanding teacher professional knowledge: professional beliefs, professional identity, and professional commitment. Finally, the last findings show how these teachers reflected the concept of teacher as stranger in their own teaching of controversial public issues which has, in accordance to the work of Maxine Greene (1973), created possibilities for releasing the imagination of students. To conclude, this study identified and explored the implications of Asian contexts for social studies teaching. Its implications are for teachers around the globe who make commitments to teach controversial public issues. This study also fills in a gap in the theoretical and empirical literature with regard to social studies education in Taiwan, and other Asian countries, and adds to a growing body of work exploring teachers' teaching of controversial public issues in exam-centric and curriculum-centric classroom spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

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