英文摘要 |
The purpose of the qualitative study was to examine the teaching beliefs of a public high school principal. The researcher analyzed the data with a thematic analysis approach. The analysis was conducted through the lens of semiotic theory, focusing on the various semiotic resources used by students and teachers in the classroom. The semiotic perspective was used to explore what teaching beliefs principal use to improve in-struction. Four themes were identified in this study: (1) competence-ori-ented teaching and learning, (2) teaching by asking questions, (3) inquiry-based learning, and (4) student learning communities. In the principal's actual teaching practices, however, several phenomena emerged: (1) stu-dents passively follow the teaching pace; (2) lecture method of teaching; and (3) lack of social interaction between students. The principal's ideal teaching philosophy is“student-centered,”but in teaching practice there is still a tendency toward traditional“teacher-centeredness,”a form of teacher's domination in classroom interaction. Based on the re-sults of the study, the researcher made a number of recommendations for the professional development of principals and for future research. |