抄録
This study describes the influence of home economics teachers’ housing education skills on their confidence and the methods and content of their classes. The main findings were as follows.
(1) Confident teachers use a greater variety of methods in their classes than teachers who lack confidence. Confident teachers acquire their skills with these methods from their own wide and deep learning.
(2) Teachers who are highly skilled in their classroom methods devise teaching materials, and create effective ways for students to learn through experience.
(3) Teachers who are highly skilled in their content selection are no more effective than teachers skilled in teaching method, but confident teachers from the skilled in class content group are equivalent or better than those from the skilled in teaching method group.
(4) A confident teacher includes content such as region, safety, health, etc. in addition to basic knowledge, but teachers who lack confidence draw on fewer teaching methods in class, and class content is more limited.
(5) Teachers who are highly skilled in class content teaching have a higher implementation level of lesson class content than confident teachers. Teachers with high content skills carry out a wide range of activities to cover content in class. Basic knowledge of housing and housing environments is implemented, and deep learning, welfare housing environment and global environment problems are also typically covered.
(6) The teachers highly skilled in teaching methods are not as effective as teachers highly skilled in class content, but their abilities exceed confident teachers. Teachers highly skilled in teaching methods are often also skilled in class content selection.
(7) Teachers’ confidence derives from the number of units studied at university, and the number of opportunities they have had to join workshops after becoming teachers.
(8) In some cases there was a mismatch between housing educational skills and confidence, as follows:
(a) Teachers with high housing education skills and no confidence had attended workshops after becoming a teacher. Their educational skills were high as a result of the training, but they still lacked confidence because of the limited number of relevant units studied at university.
(b) Teachers with low housing education skills and confidence were confident because they had been exposed to many units at university. However, they appeared to believe that housing education is not very important, and because of this they had participated minimally in relevant workshops once they had qualified and their housing educational skills were low.
