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|Title:||Taiwan's Values Teaching Program: Teachers' beliefs regarding implementation and effect|
|Doctoral Committee Chair(s):||Rubin, Louis J.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
Education, Curriculum and Instruction
|Abstract:||The purpose of this study was to examine teachers' and administrators' beliefs about the Values Teaching Program and its implementation in Taiwan. The focus was on what teachers' beliefs about what curriculum principles of the VTP were implemented in the current Life and Ethics program; and what principles should be emphasized in the new Curriculum Standard. It also investigated the in-service education effects of the VTP on teachers' professional knowledge and skills as well as on their students' learning performance. Finally, it attempted to explore what factors hindered the implementation of the innovation program.
Five hundred and eighty-two elementary teachers in Taiwan constituted the sample in the study. The research utilized a questionnaire survey Elementary Teachers Beliefs Inventory (ETBI) which consisted of 69 items reflecting the four areas of teachers' beliefs--principles of the VTP, professional knowledge and skills, students' learning performance, and problems of the implementation developed by the researcher, based on literature review, expert validation, and a pilot study. Additional qualitative information for understanding the nature of the teacher's beliefs was provided.
The results revealed the following: (a) teachers believed that the current Life and Ethics curriculum placed great emphasis on all of the VTP curriculum related principles; (b) teachers believed that all of the selected principles in the VTP which received "very greatly" should be emphasized in the new Curriculum Standard; (c) teachers believed they had improved their own professional knowledge and skills in regard to encouraging students' independent thinking and self-judgement; adopting values instructional strategies in the curriculum; and helping students deal with their problems in daily life; (d) teachers perceived that their students' learning performance had improved in the following areas: thinking skills, learning interests, and social adjustment. A critical finding in the study was that teachers perceived that their students' moral conduct and self-discipline had not changed sufficiently as a result of the implementation; and (e) five major implementation factors accounting for the ineffectiveness of the VTP were identified as follows: lack of in-service training and administrative support, hassles from the mandatory innovation, teaching overload and lack of resources support, attachment to traditional methods, and negative influence of social environment.
The findings implied that curriculum development and implementation should be based on teachers' beliefs. The recommendations for future research included (a) replicating an ethnographic study to disclose the process of beliefs change, (b) providing empirical basis for improving children's moral practice, and (c) determining potential problems in transferring the pedagogical methodology from one culture to another.
|Rights Information:||Copyright 1993 Chuang, Ming-Jane|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9329001|