| dc.description.abstract | How to become a teacher? How to become a great teacher? How to become a teacher what you wish? Similar questions have always been asked numerous times by someone who is trying to be a teacher. Even though the one has already been a teacher, these questions still come to their mind sometimes. Thus, the objective of this research is to share my personal experience with those who have self-doubt in teaching.
The first chapter of my thesis illustrates the purpose of my research, and the method we used is Narrative Research. Narrative Research usually has no explicit questions; in fact, the question is coming up with the researcher’s reflection. The researcher makes the time, space, and event by Clandinin and Connelly’s narrative theory.
In the second chapter, we discuss my growing process in being a teacher. Two things influence me. One is my parent. With the theory of vocational choice by Roe, I analyze why I want to become a teacher and how my parents guide me to become a teacher. The other one is about my growing process. I am not a student who likes to speak in the lesson before. However, by knowing The Power of Introverts by Cain, I start to think about why students usually do not speak actively in class. As a teacher, how can I cope with both the introverted and outgoing students in class?
In the third chapter, we discuss my first year of becoming a teacher. I met the students from baseball class who do not concentrate on their lessons. To know those children growing backgrounds and their passion for baseball, I try to realize and practice the cultural capital by Bourdieu and the semiotic domain by Gee. I want to understand why some children stick to the framework of mainstream value.
My second and third years of becoming a teacher are presented in the fourth chapter. In this period, I met students in baseball class again. Troubadour raised by Serres guides me this time. To lead the students and find the goal of myself, I got myself involved in their baseball game as a spectator.
In the fifth chapter, I met the students study in the regular class. I found that students don’t have any images of nature by Louv’s and Serres’s theory. The stiff sentence becomes the only way that students know about nature. Instead of the dreary textbook, I want to use other ways to bring students the different imaginations of earth science.
The sixth chapter express my third year of becoming a teacher. The pedagogy of the oppressed by Freire makes me realize the responsibility of being a teacher. Teachers and students should have the same goal in learning, and then we can grow up together. At the same time, I always do class reproduction and unconscious.
The seventh chapter is the research end. Through the event happening, the change of character, and different theories analyze, I have a strong understanding of the narrative research, growing, and myself. Eventually, I realized which kind of teacher and person I want to be after all the challenges and results. | en_US |