政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/122320
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113656/144643 (79%)
造访人次 : 51716645      在线人数 : 523
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/122320


    题名: 教師學習、實務、與信念：兩位國小英語教師的個案研究
    Teacher Learning, Practice, and Belief： A Case Study on Two Elementary School English Teachers
    作者: 彭郁珊
    Peng, Yuh-Shan
    贡献者: 招靜琪
    Chao, Chin-Chi
    彭郁珊
    Peng, Yuh-Shan
    关键词: 教師學習
    教師信念
    課室實務
    Teacher learning
    Teacher beliefs
    Classroom practices
    日期: 2018
    上传时间: 2019-02-12 15:57:03 (UTC+8)
    摘要: 教師專業發展是在職英語教師的重要課題。愈來愈多英語教師擁有英語研究所相關系所的學歷，這些教師同時也保持自我學習英語的熱忱與習慣。然而，對於教師如何持續學習仍有了解不足之處。本研究旨在以語言學習者同時是英語教學者的角度，探討臺灣兩位國小英語教師的學習經驗、課室實務、與教師信念。
    本研究採用質性研究的個案研究方法，研究對象為兩位擁有英語相關研究所學歷，且教學經驗豐富的國小英語教師。研究方法主要包含研究對象的半結構式訪談、課室觀察以及補充訪談(additional interviews)。
    透過Lieblich等人的「整體—內容」分析法，研究結果顯示兩位教師的英語學習經驗、教師信念，都與他們的課室實務息息相關。兩位英語教師的外語學習經驗形塑了他們的教學信念；這些因教師英語學習經驗而形成的教師信念，對於教師在課室實務，扮演相當關鍵的角色。最後於文末提出給予研究所教育機構與教師的建議，以及未來研究建議方向。
    Teacher professional development is an important issue for in-service English teacher. Increasing English teachers hold master’s degrees in English-related disciplines; moreover, these teachers have been able to, have managed to sustain the enthusiasm and develop the habit to learn English by themselves. However, there is not much understanding of how teachers continue their learning. This study aimed to examine two Taiwanese English teachers’ reflections on learning experiences, teacher beliefs, and their classroom practices.
    The study adopted a qualitative case study method. The participants were two elementary English teachers with English-related master’s degree and rich experience of teaching. Semi-structured interviews, classroom observations, and additional interviews were collected and analyzed using a holistic-content approach.
    The research findings indicate that the two teachers’ learning experiences, teacher beliefs, and their classroom practices are dynamically connected. Their foreign language learning experiences are important parts of their teacher beliefs. These teacher beliefs which constructed from the teacher learning experiences also play important roles in their classroom practices. Suggestions for graduate schools and English teachers and direction for future research are provided at the end of the thesis.
    參考文獻: Albaba, M. B. (2017). Teacher learning during transition from pre-service to Novice EFL teachers: A longitudinal case study. Research on Youth and Language, 11(2), 142-154.
    Alghanmi, B., & Shukri, N. (2016). The relationship between teachers` beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, 9(7), 70-86.
    Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
    Basturkmen, H. L. (2012). Review of research into the correspondence between language teachers` stated beliefs and practices. System, 40(2), 282-295.
    Basturkmen, H. L., Loewen, S., & Ellis, R. (2004). Teachers` stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
    Borg, M. (2001). Key concepts in ELT: Teachers` beliefs. ELT Journal, 55(2), 186-188.
    Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
    Borg, S. (2006). Teacher cognition and language education: research and practice. London: Bloomsbury.
    Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing. (3rd ed.). Thousand Oaks: Sage.
    Brougham, D. (2000). Advanced. Overseas Radio and Television Incorporation.
    Brougham, D. (1962). Studio Classroom. Overseas Radio and Television Incorporation.
    Chan, W. L. (2016) The discrepancy between teachers` beliefs and practices: A study of kindergarten teachers in Hong Kong. Teacher Development, 20(3), 417-433.
    Chen, C. W.-y., & Cheng, Y.-s. (2014). Learning from team teaching and beyond: A case study on EFL teachers` professional development. Pan-Pacific Association of Applied Linguistics, 18(1), 33-47.
    Cheng, J. (2000). CNN Interactive English. Live ABC Interactive Corporation.
    Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189-198.
    Ezzi, N. A. A. (2012). Yemeni teachers` beliefs of grammar teaching and classroom practices. English Language Teaching, 5(8), 170-184.
    Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational research, 38(1), 47-65.
    Farrell, T. S. C. (2017). "Who I am is how I teach": Reflecting on language teacher professional role identity. In Barkhuizen, G. , Reflections on language teacher identity research (pp. 183-188). New York: Routledge.
    Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.
    Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610.
    Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers` beliefs and classroom practices. Teaching English as a Second or Foreign Language, 9(2), 1-12.
    Farrell, T. S. C., & Vos, R., (2018). Exploring the principles and practices of one teacher of L2 speaking: The importance of reflecting on practice. Iranian Journal of Language Teaching Research, 6(1), 1-15.
    Flynn, G. (2015). Dark Places. New York: Broadway Books.
    Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.
    Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
    Gatbonton, E. (2008). Looking beyond teachers` classroom behaviour: Novice and experienced ESL teachers` pedagogical knowledge. Language Teaching Research, 12(2),161-182.
    Genova, L. (2014). Still Alice. New York: Pocket Books.
    Golombek, R. P. (1998). A study of language teachers` personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
    Graden, E. C. (1996). How language teachers` beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-395.
    Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161.
    Hoban, G. F., Butler, S., & Lesslie, L. (2007). Facilitating self-study of professional development: Researching the dynamics of teacher learning. Studying Teacher Education, 3(1), 35-51.
    Hsu, P. (1979). English Digest. American Magazine Center.
    Johnson, K. E. (1992). The relationship between teachers` beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
    Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
    Johnson, K. E., & Golombek, P. R. (2002). Teachers` narrative inquiry as professional development. New York: Cambridge University Press.
    Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education, TESOL Quarterly, 40(1), 235-257.
    Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
    Johnson, K. E., & Golombek, P. R. (2011). Research on second language teacher education : A sociocultural perspective on professional development. New York: Routledge.
    Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 Teacher Education : A Sociocultural Perspective on L2 Teacher Education. New York: Routledge.
    Jurasaite-Harbison, E., & Rex, L. A., (2005). Taking on a researcher`s identity: Teacher learning in and through research participation. Linguistics and Education, 16, 425-454.
    Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist., 27(1), 65-90.
    Kang, Y., & Cheng, X. (2014). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher`s classroom practices and cognition development. Language Teaching Research, 18(2), 169-186.
    Karimi, M. N., & Nazari, M. (2017). The congruity/Incongruity of EFL teachers` beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education, 42(2), 62-80.
    Kavanoz, S., Yüksel, H. G., Varol, B. (2017). Evolvement of pre-service language teachers` beliefs through teacher education. International Journal of Progressive Education, 13(1), 119-135.
    Kyle, C., McEwen, S., & DeFelice, J. (2014). American Sniper: The Autobiography of the Most Lethal Sniper in U.S. Military History. New York: Harpercollins.
    Lee, I. (2011). Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: `I find it more convincing.` Australian Journal of Teacher Education, 36(2), 29-42.
    Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (Eds.). (1998). Narrative research : Reading, analysis and interpretation. Thousand Oaks: Sage Pubns.
    Lin, Z. (2013). Language teachers` attitudes, beliefs, professional knowledge, and views on professional development: An exploratory study at a preschool TEFL setting. TESOL Journal, 4(1), 55-82.
    Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. In V. J. Marsick & M. Volpe (Eds.), Informal learning on the job (pp. 1-9). San Francisco: Berrett Koehler.
    Nesbø, J. (2016). The Snowman. London: Vintage Publishing.
    Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
    Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
    Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education: A project of the association of teacher educators (2nd ed., p.102-119). New York, NY: Macmillan.
    Sawchuk, P. H. (2008). Theories and methods for research on informal learning and work: towards cross-fertilization. Studies in Continuing Education, 30, 1-16.
    Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. (4th ed.). New York: Teachers College Press.
    Shavelson, R. J., & Stern, P. (1981). Research on teachers` pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research., 51, 455-498.
    Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37(2), 149-175.
    Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
    Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
    Yin, R. K. (2003). Case study research: Design and methods. (3 ed.). Thousand Oaks: Sage.
    Yin, R. K. (2013). Case study research: Design and methods. (5 ed.). Thousand Oaks: Sage.
    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    102951019
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0102951019
    数据类型: thesis
    DOI: 10.6814/THE.NCCU.ETMA.001.2019.A07
    显示于类别:[英語教學碩士在職專班] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    101901.pdf689KbAdobe PDF22检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈