English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51578005      Online Users : 825
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/152943


    Title: 因應國家雙語政策新手教師之專業發展和教學與信念轉變
    From Policy to Practice: Autoethnographic Research on a Novice Taiwanese Teacher's Professional Development
    Authors: 康力心
    Kang, Li-sin
    Contributors: 劉怡君
    Liu, Yi-chun
    康力心
    Kang, Li-sin
    Keywords: 雙語政策
    教師專業成長的相互關聯模型
    教師專業成長
    教師信念
    教學政策
    新手教師
    自我民族誌研究
    Bilingual policy
    Interconnected Model of Teacher Professional Growth
    Teacher professional development
    Teachers’ beliefs
    Teachers' strategies
    Novice teachers
    Autoethnographic research
    Date: 2024
    Issue Date: 2024-08-05 15:00:06 (UTC+8)
    Abstract: 為因應台灣新推出的雙語政策,這項行動研究深入探討了我作為國中英語老師於兩個月內的教學成長歷程。本研究為一自我民族誌研究,採用Clarke & Hollingsworth (2002)《教師專業成長的相互關聯模型》作為理論框架來探索和審視自我的教學經歷,調和雙語政策期望和實務教學之間的落差。在三個研究的教學反思週期中,我透過反思性教學日誌、問卷和訪談收集多樣化資料,助我在教學情境中自我對話,一邊檢視學生對英語口說和教師教學的看法,探索可行的英語口語教學。這個觀察、反思、修訂、協商、改變的過程促進了我的教學專業發展。本研究揭示了新手教師在嘗試配合國家雙語政策而採用英語授課時所面臨的困難和掙扎,進一步呈現教師專業發展和課堂互動演變之間的微妙動態。
    In response to Taiwan's new bilingual policy, this autoethnographic research delved into my teaching growth as a junior high school English teacher within two months. Using Clarke & Hollingsworth's (2002) "Interrelated Model of Teacher Professional Growth" as a theoretical framework, I reflected on my own teaching experience. In the three teaching reflection cycles of research actions, I developed a perception of my teaching situation, gaining an understanding of students' views on English speaking and teaching methods. This process guided the step-by-step modification of bilingual teaching practices. Specifically, the present study uncovered the hidden difficulties and struggles I faced when aligning my teaching with the top-down language policy. The results presented the nuanced dynamics between teachers' professional development and classroom interactions.
    Reference: Anderson, J., & Lynch, T. (2019). Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other Than Their Mother Tongue. Journal of Language Teaching and Research, 10(2), 302-309.
    Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117.
    Beattie, M. (2000). Narratives of professional learning: becoming a teacher and learning to teach. Journal of educational enquiry, 1(2), 1–23.
    Beijaard, D., Verloop, N., Wubbels, T., & Feiman-Nemser, S. (2000). The professional development of teachers. In New learning (pp. 261-274). Springer, Dordrecht.
    Cadias, A. (2019). Preparing for the Challenges of a Bilingual Teacher in Teaching English as a Foreign/Second Language. Second Language (November 28, 2019).
    Canagarajah, C. (2007). Lingua Franca English, Multilingual communities, and Language acquisition. The Modern Language Journal, 91, pp. 923-939.
    Çelik, S., Arikan, A., & Caner, M. (2013). In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?. Online Submission.
    Chen, F., Kao, S.-M., & Tsou, W. (2020). Toward ELF-informed bilingual education in Taiwan: Addressing incongruity between policy and practice. English Teaching & Learning, Advance online publication.
    Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53-82.
    Chung, I. F., & Huang, Y. C. (2009). The Implementation of Communicative Language Teaching: An Investigation of Students' Viewpoints. Asia-Pacific Education Researcher (De La Salle University Manila), 18(1).
    Clarke, D., & Hollingsworth, H. (2002). Teaching and Teacher Education, 18(8), 947-967.
    Coffield, F., Moseley, D., Hall, E., Ecclestone, K., Coffield, F., Moseley, D., ... & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.
    Connelly, F. M., & Clandinin, D. J. (1987). Teachers’ personal knowledge: what counts as personal in studies of the personal. Journal of Curriculum Studies, 19(6), 487-501.
    Davis, K. A. (1994). Language planning in multilingual contexts: Policies, communities, and schools in Luxembourg. John Benjamins Publishing Company.
    Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431-441.
    Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
    Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.
    Du Preez, J. (2008). Locating the researcher in the research: Personal narrative and reflective practice. Reflective Practice, 9(4), 509-519.
    Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/ Historische sozialforschung, 273-290.
    Ellis, R. (2005). Instructed language learning and task-based teaching. In Handbook of research in second language teaching and learning (pp. 713-728). Routledge.
    Fajardo-Castañeda, A. L. B. E. R. T. O. (2018). In-Service Language Teachers’ Perceptions on the National Bilingualism Program Implementation: A Case Study. Cuadernos de Lingüística Hispánica, (32), 195-215.
    Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312.
    Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of Experience in Teacher Education. Teachers College Record, 87, 49-65.
    Ferrer, A., & Lin, T. B. (2024). Official bilingualism in a multilingual nation: A study of the 2030 bilingual nation policy in Taiwan. Journal of Multilingual and Multicultural Development, 45(2), 551-563.
    Firth, A. (1996). The discursive accomplishment of normality. On "lingua franca" English and conversation analysis. Journal of Pragmatics, 26, 237-259
    Fullan, M. (2002). The change. Educational leadership, 59(8), 16-20.
    García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 143, 158.
    García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.
    Graham, K. M., Pan, W. Y., & Eslami, Z. R. (2021). A critique of Taiwan’s bilingual education policy through a ROAD-MAPPING of teacher experiences. Current Issues in Language Planning, 22(5), 516-534.
    Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of science teacher education, 13(3), 171-187.
    Hara, M. (2017). Rethinking equity: Preservice teachers' perceptions and practice around policy. Peabody Journal of Education, 92(4), 466-485.
    Hauge, K. (2021). Self-study research: Challenges and opportunities in teacher education. In Teacher Education in the 21st Century-Emerging Skills for a Changing World. IntechOpen.
    Hornberger, N. H. (1996). Language policy, language education, language rights: Indigenous, immigrant, and international perspectives. Language in Society, 25(4), 607-629.
    Kang, S. H. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23(1), 43-55.
    Karpicke, J. D., & Roediger III, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968.
    Lau, K., & Lin, C. Y. (2017). Internationalization of higher education and language policy: The case of a Bilingual university in Taiwan. Higher Education, 74(3), 437-454.
    Lin, W. C. (2016). Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan. New approaches to English language and education in Taiwan: Cultural and intercultural perspectives, 65.
    McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251-263.
    Moss, H. E., & Marslen-Wilson, W. D. (1993). Access to word meanings during spoken language comprehension: effects of sentential semantic context. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(6), 1254.
    Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(1-2, Serial No. 149).
    Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332.
    Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772.
    Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
    Reed-Danahay, D. (Ed.). (1997). Auto/ethnography: Rewriting the self and the social. Routledge.
    Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
    Rigby, K. A. (2021). Evolution and Impact of English Language Policy in Taiwan.
    Sadeghi, K., & Nobakht, A. (2014). The Effect of Linguistic Context on EFL Vocabulary Learning. GEMA Online Journal of Language Studies, 14(3).
    Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Routledge.
    Seltzer, K., & García, O. (2020). Broadening the view: Taking up a translanguaging pedagogy with all language–minoritized students. Envisioning TESOL through a translanguaging lens: Global perspectives, 23-42.
    Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
    Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.
    Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510-532.
    Spillane, J. P., & Kenney, A. W. (2012). School administration in a changing education sector: The US experience. Journal of Educational Administration, 50(5), 541-561.
    Stritikus, T. T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of language, identity and education, 2(1), 29-52.
    Thuy, T. T., & Thuy, P. T. (2024). Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context. International Journal of Learning, Teaching and Educational Research, 23(1), 39-58.
    Tichenor, M. S., & Tichenor, J. M. (2005). Understanding teachers' perspectives on professionalism. Professional Educator, 27, 89-95.
    Tomlinson, C. A. (2009). Intersections between differentiation and literacy instruction: Shared principles worth sharing. New England Reading Association Journal, 45(1), 28-33, 97.
    Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
    Tsang, W. K. (2004). Teachers’ personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198.
    Tupas, R. (2018). Teacher ideology in English language education. In Reconceptualizing English education in a multilingual society (pp. 85-98). Springer, Singapore.
    Ulla, M. B. (2022). Exploring early-career EFL teachers’ engagement in professional learning: Teaching beliefs and professional values. RELC Journal, 00336882221080197.
    Varghese, M. M., & Stritikus, T. (2005). “Nadie Me Dijó [Nobody Told Me]” Language Policy Negotiation and Implications for Teacher Education. Journal of Teacher Education, 56(1), 73-87.
    Wang, C. P. (2020). Taiwan Should Implement the IB Programme to Become a Bilingual Nation by 2030 and Culturally Integrate into the Global Community, Vol. Jiaoyu Yanjiu Yuekan= Journal of Education Research, (311), 126-146.
    Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2), 313-324.
    Xu, J., Fan, Y., & Xu, Q. (2019). EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness, 28(4), 329-347.
    Yang, F. C. O., Lo, F. Y. R., Hsieh, J. C., & Wu, W. C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1).
    Yang, J., & Jang, I. C. (2022). The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers. International Journal of Bilingual Education and Bilingualism, 25(3), 1088-1100.
    Yung, B. H. (2001). Examiner, policeman or students' companion: Teachers' perceptions of their role in an assessment reform. Educational Review, 53(3), 251-260.
    Description: 碩士
    國立政治大學
    英國語文學系
    108551009
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0108551009
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    100901.pdf2285KbAdobe PDF0View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    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 ©   - Feedback