The purpose of this study was to understand that in the “Project for the Implementation of Remedial Instruction (PRIORI)” students were from low socioeconomic backgrounds. Due to insufficient early life experience, they had poor motivation and learning helplessness at school age. As for teachers, because of the teaching time was after school, in terms of sources of teachers, in addition to school teachers, they can also get the position by studying relevant credits. However, because students' learning levels vary greatly, the beliefs held by teachers in the teaching process are of great importance. There were 6 subjects in total in this study, including three outstanding model teachers. Their backgrounds include teacher training, housewife, computer engineer, and three other school teachers with teaching experience in PRIORI. And This study focuses on Chinese teaching, the teaching beliefs and teaching strategies adopted. The research method was semi-structured interview data and coding to understood the components of their teaching beliefs, and to analyzed teachers' strategies in teaching operations. There were three research results. First, teachers from different backgrounds have teaching beliefs that take students' learning motivation as the primary consideration; Second, teachers can maintain students’ learning effectiveness by adding forms of teaching that were different from daily teaching, such as games and self-compiled worksheets. Third, the Chinese language teaching hours were short and require long-term intervention, which was the same as the research results of many domestic studies. Based on the results of this study, reference for policy adjustments and teacher teaching was provided.

Authors:
Chia-Yi Chu, National Taiwan Normal University, Taiwan

About the Presenter(s)
Dr. Chia-Yi Chu is currently an Assistant Research Fellow of Special Education Center, National Taiwan Normal University, Taiwan. Her research areas included the rural areas, and cooperative model between general and special students.

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