Abstract
Abstract: The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacher’s teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get students’ attention, but he was concerned about his students’ low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning.
 Keywords: Teaching, grade, non-indigenous teacher, indigenous students, rural elementary school
Highlights
Including Taiwan, most of countries have tried to get a top ranking in Program for International Student Assessment (PISA)
“As we know, if we compare these students’ learning achievements with urban students’, ours students’ are sure to be a little behind,” he continued with awareness that teaching indigenous students in rural area is not easy
The study concluded that score affected teaching of a Han Taiwanese teacher
Summary
Including Taiwan, most of countries have tried to get a top ranking in Program for International Student Assessment (PISA). Those countries have considered that it is one of good educational level proof. A lot of issues regarding the incompetence of rural indigenous students (Tang, 2000; Taipei Times, 2009; Zhang & Sheu, 2012) might be one of reasons why they do not exist in even a number of academic competitions. Tang (2000) stated indigenous students had the lowest academic achievement. There have been a lot of studies exploring the structural issue regarding the instability of teaching forces in rural areas (Chang & Chang, 2014), while others focused on the cultural differences between students background and the learning materials at school (Lan et al, 2013)
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