Chinese Journal of Science Education


Vol. 9 No. 2, Pages 101 - 121, 2001

Learning Times for Teaching Beliefs of Technology Teachers in Junior High Schools (Article written in chinese)

Kuo-Hung TSENG, Li-Chen HSUEH, Shi-Jer LOU, & Shu-Man HUANG

Abstract

The purpose of the study was to understand teaching beliefs of a senior technology education student, a pre-service teacher and in-service teacher about technology education in junior high schools. This study also attempted to explore how thes e beliefs formed over time, that is, when did teachers develop their beliefs? The study was conducted using teaching observation, Q technique, interviews and questionnaire. First of all, teaching beliefs were obtained through an analysis of the literature , teaching observations and the Q technique prior to an interview. Based on the interview findings, questionnaires were developed. The interview and questionnaires were used to triangulate findings relative to beliefs. The reliability of interview coding was 0.82. Based on the interview reliability and validity, the questionnaire was developed. The study yielded the following findings: (1) From the teaching observations, the technology teachers possessed professional know-how, teaching implementation and teaching atmosphere, workshop management skills, administrative support and evaluation; (2) There were following four learning times for technology teachers' teaching beliefs: teacher cultivation institute, teaching process, daily life, and accumulation d ay-to-day experience; (3) Based on a sample of ninety-six teachers, the two most important learning times were "teacher cultivation institute" and "teaching process."

Keywords: living technology teaching beliefs; living technology teachers in the junior high school; learning times

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