Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/153217
|
| Title: | 臺北市經雙語政策導入之外籍教學人員協作教學與工作調適探究
Collaborative Teaching and Work Adjustment of Foreign Instructors in Taipei after the Adoption of the Bilingual Policy |
| Authors: | 李重毅
LEE, Chung-Yi |
| Contributors: | 陳榮政
CHEN, Robin Jung-Cheng
李重毅
LEE, Chung-Yi |
| Keywords: | 雙語教育
雙語協作教學
外籍教學人員
工作調適理論
bilingual education
bilingual collaborative teaching
foreign instructor
Theory of Work Adjustment |
| Date: | 2024 |
| Issue Date: | 2024-09-04 14:20:33 (UTC+8) |
| Abstract: | 本研究旨在探討臺北市經雙語政策導入外籍教學人員後，與本地教師的協作模式，並引入工作調適理論分析外籍教學人員的適應情況，最終描繪引進管道與學校提供的支持。本研究以半結構式之訪談大綱作為研究工具實施深度訪談，總共訪談10位本地教師以及10位外籍教學人員，並使用ATLAS.ti 24.1.1版進行質性分析。本研究發現課堂內的協作模式可以整合程度分野並提出四種協作模式，包含（一）獨自教學模式；（二）裝飾擺設模式；（三）分割教學模式；（四）互動教學模式。課堂內外的協作均受學科專業、雙語化、協作意願、語言能力、學校方針及業務負擔影響。工作調適的面相中，文化衝突主要集中在溝通與文化認同議題上，工作價值方面，外籍教學人員則希望能承擔更多教學責任，並多採取反應調適策略。雖多數外籍教學人員能滿足學校要求，但穩定任職仍具挑戰。最後，外籍教學人員任職的學校與引進其之單位對協作教學相關業務多有支持，但引進管道在資訊提供、工作坊辦理、篩選與品質管理機制上仍需透過標準統一創造更好的實施效果。本研究之建議包括建立雙語協同教學指導手冊為協作教學的多模態提供指引；透過增進本地教師的文化知識與視野促進協作教學雙方的溝通與調適；建立引進單位品質管理的統一規準和回饋機制，讓其能提供標準一致的服務。
This study investigates the collaborative teaching models between foreign instructors and local teachers in Taipei after the adoption of the Bilingual Policy, applying the Theory of Work Adjustment to analyze foreign instructors' adaptation in the working environment. Using semi-structured interviews, the study engaged 10 local teachers and 10 foreign instructors, with qualitative analysis conducted via ATLAS.ti 24.1.1. There are four collaborative teaching models: single-handed, decorative, segmented, and interactive. Factors influencing collaboration include subject expertise, bilingualism, willingness to collaborate, language proficiency, school policies, and workloads. From the analysis of the Theory of Work Adjustment, cultural conflicts mainly involve communication and cultural identity; apart from that, foreign instructors often have a desire for more teaching responsibilities, but most of them adopt reactive adjustment strategies. As for school requirements, though foreign instructors usually are able to meet the needs, their stability of retainment remains challenging. Schools and recruitment units provide support to the collaborative teaching between foreign instructors and local teachers, but need standardized procedures for better implementation. Recommendations include developing bilingual teaching manuals, enhancing local teachers' cultural knowledge, and establishing uniform quality standards and feedback mechanisms for recruitment units. |
| Reference: | 中文部分
王令宜、張雅屏（2015）。我國引進外籍英語教師政策及其成效之研究：2004-2014（計畫編號：NAER-1文化差異04-12-C-2-03-00-1-18）。國家教育研究院。http://120.127.233.151/handle/2bv6k
王庭萱（2023）。談引進外籍英語教學人員的實施與問題。臺灣教育評論月刊，12（7），94-98。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-N202307010022-00017
王麗雲（2022）。協助公立國民中小學引進部分工時外籍英語教學助理計畫【會議簡報】。ELTA北區教育資源中心。https://tfetp.epa.ntnu.edu.tw/packages/elta/web/files/govs_and_schools/111%E5%AD%B8%E5%B9%B4%E5%BA%A6ELTA%E5%8C%97%E5%8D%80%E4%B8%AD%E5%BF%83_%E5%9C%8B%E9%9A%9B%E4%BA%8B%E5%8B%99%E8%99%95%E6%8B%9B%E5%8B%9F%E6%9C%83%E8%AD%B0%E7%B0%A1%E5%A0%B1.pdf
行政院（2002）。挑戰2008：國家發展重點計畫（2002-2007）【白皮書】。行政院。http://www.wpeiic.ncku.edu.tw/law/挑戰2008.pdf
何英奇（2011年6月10日）。扎根理論的編碼方法【研討會】。質性研究法研討會，桃園市，臺灣。https://ap2.pccu.edu.tw/webPublic/pubDownloadFile.asp?strFilePath=TeacherRecAssMgmt&strFileName=93009022907446321.pdf
呂碧霞、海柏（2016）。台灣學術辦公室稱謂語使用之跨文化個案研究。語文與國際研究，（15），1-25。https://doi.org/10.3966/181147172016060015001
宋棋超（2007）。引進外籍英語教師政策之平議。國教新知，54（1），15-23。https://doi.org/10.6701/TEEJ.200703_54(1).0003
李妙慈、鍾鳳嬌、王國川（2021）。偏鄉國中全英語教學對國中學生英語口說能力之影響。師資培育與教師專業發展期刊，14（3），89-117。https://doi.org/10.3966/207136492021121403004
徐雅鐘、莊國彰（2021）。臺北市雙語實驗課程學校推動歷程之分享－以三民國中為例。中等教育，72（1），103-109。https://doi.org/10.6249/SE.202103_72(1).0008
國家發展委員會、教育部（2022）。2030 雙語政策（110至113年）計畫（第一次修正）【白皮書】。國家發展委員會、教育部。https://ws.moe.edu.tw/Download.ashx?u=C099358C81D4876C725695F2070B467E436AA799542CD43DD55F44F76C8950FA4E1C66845A21AFAE4A00266FD3E58E268E37A14852FAE33C447D7A72410AF7F036EE59A076B368EDD13347BA3692E073&n=4372855EF97F833BEDB11C1EC7E969EA5EB1CB87FB6032B9403F5B6C4C2EF9E02D8D504AC0C2EE28B4DE34784579128E62194C62697D698A53486CB6C48E42D873DCBB6F63EE7A66&icon=..pdf
國家發展委員會、教育部、人事行政總處、考選部、公務人員保障暨培訓委員會（2021）。2030雙語政策整體推動方案【白皮書】。國家發展委員會、教育部、人事行政總處、考選部、公務人員保障暨培訓委員會。https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzEwL3JlbGZpbGUvMC8xNDUzMi83NDBlMTY5Ny1lZmIwLTRjZGItYjYxMi03M2UzMTVhMTM5ZjIucGRm&n=MjAzMOmbmeiqnuaUv%2betli5wZGY%3d&icon=.pdf
教育部（2022a）。112學年度引進外籍教學人員計畫：縣市暨學校說明會【說明會簡報】。教育部。https://tfetp.epa.ntnu.edu.tw/packages/tfetp/web/files/112seminar/(1)%20112%E5%AD%B8%E5%B9%B4%E5%BA%A6%E7%94%B3%E8%AB%8B%E8%AA%AA%E6%98%8E%E6%9C%83%E7%B0%A1%E5%A0%B1.pdf
教育部（2022b）。111學年度引進外籍教學人員計畫：計畫執行說明會【說明會簡報】。教育部。https://tfetp.epa.ntnu.edu.tw/packages/tfetp/web/files/seminar/01-%E8%A8%88%E7%95%AB%E7%B0%A1%E4%BB%8B.pdf
教育部（2023年2月25日）。持續打造英文學習環境！112年度擴大招募外籍英語教學人員【新聞稿】。教育部。https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=35949EB37AA520CC
鈕文英（2007）。教育研究方法論文寫作。雙葉。
黃烽榮、王淑慈、范熾文（2024）。技術型高中校長課程領導之個案研究：以餐飲管理科推動雙語實驗班為例。學校行政，（151），30-50。https://doi.org/10.6423/HHHC.202405_(151).0002
黃誼芬（2009）。回顧我國引進外籍英語教師相關政策與問題探析。學校行政，62，149-168。https://doi.org/10.6423/HHHC.200907.0149
臺北市教育局（2021）。臺北市雙語教育中長程實施計畫—建置校園雙語環境、培養跨語實踐力【白皮書】。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMTAxNzMvODQzMDY3OS8zYTQ4ZWY5Ny0xMjg5LTRlYjctOTk5Yi1jNDI4MjUxNzFjYWYucGRm&n=MTEwMDczMF%2foh7rljJfluILpm5noqp7mlZnogrLkuK3plbfnqIvlr6bmlr3oqIjnlaso55m85paH54mIKS5wZGY%3d&icon=..pdf
臺北市教育局（2022a）。讓教育成為城市的榮耀—雙語教育 幸福臺北【白皮書】。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMC8xMTc5ODYvNzg3ZjRhMDEtZTUzMy00ZmY1LTllZmYtOWRhYmMyZjkxNDlmLnBkZg%3d%3d&n=MTExNumbmeiqnuaVmeiCsiDlubjnpo%2foh7rljJct57ay56uZ54mILeW3suWjk%2be4ri5wZGY%3d&icon=..pdf
臺北市教育局（2022b年1月5日）。教育局事後新聞稿1110103啟動雙語2.0，師資、教學、國際交流三管齊下，北市教育局與中華語文教育基金會簽訂合作備忘錄【新聞稿】。臺北市教育局。https://www.doe.gov.taipei/News_Content.aspx?n=B3DDF0458F0FFC11&sms=72544237BBE4C5F6&s=0AA5D9F74950AE3F
臺北市教育局（2023a年12月18日）。臺北市公立國中小實施雙語教育比例六都第一，持續穩健推動，並結合國際教育，提供雙語友善聽說情境【新聞稿】。臺北市教育局。https://www.gov.taipei/News_Content.aspx?n=F0DDAF49B89E9413&s=7027FC0F7DB5AA95
臺北市教育局（2023b）。臺北市113學年度公立國民中小學雙語教育學校名單。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMTAxNzMvOTA5MTAwOC9kZTU1NjQwYy0zYjM2LTQwNmQtODc5Yi1iZGY0MzQzMTlkMDYucGRm&n=6Ie65YyX5biCMTEz5a245bm05bqm5YWs56uL5ZyL5rCR5Lit5bCP5a246ZuZ6Kqe5pWZ6IKy5a245qCh5ZCN5ZauLnBkZg%3d%3d&icon=..pdf
臺北市教育局（2023c）。臺北市教育政策白皮書—向世界學習 開創教育新格局 2024-2027【白皮書】。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMzY5NjcvODQ1MjExMi9lYmVmNzI3ZS01Nzk1LTQzOGYtYTVjOS0yMmM3YTZlNjZjZjgucGRm&n=5a6a5qGILeiHuuWMl%2bW4guaVmeiCsuaUv%2betlueZveearuabuC5wZGY%3d&icon=..pdf
臺北市教育局（2024）。臺北市公立國民中小學雙語教育實施計畫【計畫書】。臺北市教育局。
學術交流基金會（n.d.）。關於我們。於2024年1月21日取自https://www.fulbright.org.tw/zh-hant/about/
諶亦聰（2021）。臺北市推動雙語實驗課程之歷程反思與展望。教育研究與實踐學刊，68（1），35-45。https://doi.org/10.6701/JEPR.202106_68(1).0005
英文部分
Alamri, B. (2018). The role of social media in intercultural adaptation: A review of the literature. English Language Teaching, 11(12), 77-85. https://doi.org/10.5539/elt.v11n12p77
Association of International Cultural and Educational Exchange Taiwan. (n.d.). Teach English Abroad and Change Happens (TEACH) Fellowship in Taiwan. Institute of International Education. Retrieved January 18, 2024, from https://www.iie.org/programs/aicee-teach-in-taiwan/
Bauwens, J., & Hourcade, J. J., (1995). Cooperative teaching: Rebuilding the schoolhouse for all students. PRO-ED.
Benoit, R., & Haugh, B. (2001). Team teaching tips for foreign language teachers. The Internet TESL Journal, 7(10). http://iteslj.org/Techniques/Benoit-TeamTeaching.html
Béteille, T., & Evans, D. K. (2019). Successful teachers, successful students: Recruiting and supporting society’s most crucial profession. World Bank Group. https://documents1.worldbank.org/curated/en/235831548858735497/Successful-Teachers-Successful-Students-Recruiting-and-Supporting-Society-s-Most-Crucial-Profession.pdf
Burgess, R. G. (1984). In the field: An introduction to field research. Unwin Hyman.
Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328–335. http://dx.doi.org/10.1093%2Felt%2Fccl023
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. Routledge.
Cook, L., & Friend, M. (1996). Co-teaching: Guidelines for creating effective practices. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 155-182). Love.
Crooks, A. (2001). Professional development and the JET program: Insights and solutions based on the Sendai City program. JALT Journal, 23(1), 31–46.
Cupsa, I. (2018). Culture shock and identity. Transactional Analysis Journal, 48(2), 181-191. https://doi.org/10.1080/03621537.2018.1431467
Dawis, R. V. (1996). The theory of work adjustment and person– environment‐correspondence counseling. In D. Brown & L. Brooks & Associates (Eds.), Career choice and development (3rd ed., pp. 75-120). Jossey‐Bass.
Dawis, R. V. (2002). Person–environment correspondence theory. In D. Brown & Associates (Ed.), Career choice and development (4th ed., pp. 427-464). Jossey‐Bass.
Dawis, R. V. (2005). The Minnesota theory of work adjustment. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research into work (pp. 3-23). Wiley.
Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment: An individual-differences model and its applications. University of Minnesota Press.
De Vries, M. K. (2015). Are you ready to lead overseas? Acuity, 2(4), 58–59.
Drago-Severson, E. (2007). Helping teachers learn: Principals as professional development leaders. Teachers College Record, 109(1), 70-125. https://doi.org/10.1177/016146810710900104
Durán-Martínez, R., & Beltrán-Llavador, F. (2020). Key issues in teachers’ assessment of primary education bilingual programs in Spain. International Journal of Bilingual Education and Bilingualism, 23(2), 170–183. https://doi.org/10.1080/13670050.2017.1345851
Fernández Álvarez, M., Paz-Albo, J., Hervás-Escobar, A., & Montes, A. (2022). Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain. Revista Complutense de Educacion, 33(1),13-25. https://dx.doi.org/10.5209/rced.70926
Fouché, C., Beddoe, L., Bartley, A., & Parkes, E. (2016). Are we ready for them? Overseas-qualified social workers' professional cultural transition. European Journal of Social Work, 19(1), 106-119. https://doi.org/10.1080/13691457.2015.1022858
Foundation for Scholarly Exchange. (n.d.-a). English Teaching Assistant Award (ETA). Retrieved January 18, 2024, from https://www.fulbright.org.tw/english-teaching-assistant-awards/
Foundation for Scholarly Exchange. (n.d.-b). English Teaching Flagship Award (ETF). Retrieved January 18, 2024, from https://www.fulbright.org.tw/taiwan-english-teaching-flagship-award/
Friend M., & Cook L. (2007). Interactions: Collaboration skills for professionals (5th ed.). Allyn & Bacon.
Friend, M. (2008). Co-teaching: A simple solution that isn’t simple after all. Journal of Curriculum and Instruction, 2(2), 9–19. https://doi.org/10.3776/JOCI.%Y.V2I2P9- 19
Gallagher, K. (2011), Bilingual education in the UAE: Factors, variables and critical questions. Education, Business and Society: Contemporary Middle Eastern Issues, 4(1), 62-79. https://doi.org/10.1108/17537981111111274
Gay, E. G., Weiss, D. J., Hendel, D. D., Dawis, R. V., & Lofquist, L. H. (1971). Manual for the Minnesota Importance Questionnaire. Work Adjustment Project, Industrial Relation Center, University of Minnesota. https://vpr.psych.umn.edu/sites/vpr.umn.edu/files/files/monograph_xxviii_-_manual_for_the_mn_importance_questionnairre.pdf
Gerena, L., & Ramírez-Verdugo, M. D. (2014). Analyzing bilingual teaching and learning in Madrid, Spain: A Fulbright scholar collaborative research project. GIST Education & Learning Research Journal, 8, 118-136.
Glaser, B. G., & Strauss, A. L. (1999). The discovery of grounded theory: Strategies for qualitative research. Routledge. https://doi.org/10.4324/9780203793206
Golis, A. M. (2023). The work adjustment of expatriate teachers employed in Chinese internationalized schools: A hermeneutical phenomenology [Doctoral dissertation, Liberty University]. Doctoral Dissertations and Projects. https://digitalcommons.liberty.edu/doctoral/5014
Guskey, T., & Suk Yoon, K. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500. https://doi.org/10.1177/003172170909000709
Haslberger, A., & Dickmann, M. (2016). The correspondence model of cross-cultural adjustment: exploring exchange relationships. Journal of Global Mobility, 4(3), 276-299. https://doi.org/10.1108/JGM-05-2016-0021
Hernández, S. J. (2023). Increasing bilingual teacher pathways to address the surge of Dual Language Bilingual Education Programs. In J. A. Freire, C. Alfaro, & E. de Jong. (Eds.), The handbook of dual language bilingual education (pp. 327-336). Routledge. https://doi.org/10.4324/9781003269076-27
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/ 10.3102/0013189X09339057
Kachi, R, & Lee, C. (2001, May 17-19). A tandem of native and non-native teachers: Voices from Japanese and American teachers in the EFL classroom in Japan [Conference presentation]. 2nd International Conference on Language Teacher Education, Minneapolis, MN, United States. https://files.eric.ed.gov/fulltext/ED478746.pdf
Kim, S.-Y., & Moodie, I. (2023). The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231218816
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Lu, C. J. (2009). An American English teacher's teaching experience in Taiwan [Master’s thesis, National Chengchi University]. National Chengchi University Electronic Theses & Dissertations.
Luo, W. (2014). An exploration of professional development programs for teachers of collaborative teaching of EFL in Taiwan: A case study. The Asia-Pacific Education Researcher, 23(3), 403-412. https://doi.org/10.1007/s40299-013-0115-8
Meng, L.-C. (2013). Strategies for adjustment in cross-cultural communication. Proceedings of the 2013 Third International Conference on Intelligent System Design and Engineering Applications, China, 1294-1296. https://doi.org/10.1109/ISDEA.2012.305
Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20-33. https://doi.org/10.1177/1076217519880588
Moore, R., Rudling, E., Kunda, M., & Robin, S. (2021). Supporting casual teaching staff in the Australian neoliberal university: A collaborative approach. Journal of Applied Learning and Teaching, 4(2), 54-67. https://doi.org/10.37074/jalt.2021.4.2.8
Mustafa, Y. (2021). A review of culture shock: attitudes, effects and the experience of international students. Journal of Intercultural Communication, 21(3), 14-25. https://doi.org/10.36923/jicc.v21i3.18
NET Section. (2018). NET Deployment Guidelines. Curriculum Development Institute, Education Bureau, HKSARG. https://www.edb.gov.hk/attachment/en/curriculum-development/resource-support/net/2018-19/Primary/NET%20Deployment%20G%20ENG_CH%20online%203.pdf
Nix, J.-M. L. (2021). Co-teachers’ perceptions of collaborative EFL teaching: A case study in Taiwan. Asia Pacific Education Review, 22, 595–608. https://doi.org/10.1007/s12564-021-09684-y
Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7(4), 177-182. https://doi.org/10.1177/009182966000700405
Oordt, M., Oordt, T., & Toit, P. (2014). Are two teachers better than one. Meditari Accountancy Research, 22(2), 165-185. https://doi.org/10.1108/MEDAR-01-2013-0003
Opper, I. M. (2019). Teachers Matter: Understanding Teachers' Impact on Student Achievement. RAND Corporation. https://www.rand.org/pubs/research_reports/RR4312.html.
Pacheco, E.-M. (2020). Culture learning theory and globalization: Reconceptualizing culture shock for modern cross-cultural sojourners. New Ideas in Psychology, 58, Article 100801. https://doi.org/10.1016/j.newideapsych.2020.100801
Park, J.-E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44, 34-44. https://doi.org/10.1016/j.system.2014.02.003
Pedersen, P. (1995). The five stages of culture shock: Critical incidents around the world. Greenwood Press.
Rao, Z., & Yu, H. (2021). Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context. Language Teaching Research, 25(5), 778-797. https://doi.org/10.1177/1362168819873937
Robinson, B., & Schaible, R. M. (1995). Collaborative teaching: Reaping the benefits. College Teaching, 43(2), 57–59. http://www.jstor.org/stable/27558707
Solikhah, U. (2019). The implementation of collaborative teaching model in teaching grammar at SMK Muhammadiyah Piyungan. Journal of English Language and Language Teaching, 3(2), 43-56. https://doi.org/10.36597/JELLT.V3I2.5991
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
Swanson, J. L., & Fouad, N. A. (2020). Career theory and practice: Learning through case studies (4th ed.). Sage.
Swanson, J. L., & Schneider, M. (2013). Minnesota theory of work adjustment. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 29-53). Wiley.
Swanson, J. L., & Schneider, M. (2021). The theory of work adjustment. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (3rd ed.). Wiley. https://www.wiley.com/en-us/Career+Development+and+Counseling%3A+Putting+Theory+and+Research+to+Work%2C+3rd+Edition-p-9781119580348
Taipei Language Institute. (n.d.). Recruitment ETA. Retrieved January 18, 2024, from https://tli1956.com/recruit?lang=en
Taiwan Foreign English Teacher Program. (n.d.). Join TFETP – Eligibility. Ministry of Education. Retrieved January 19, 2024, from https://tfetp.epa.ntnu.edu.tw/en/tfetp/web/eligibility
Taşdemir, H., & Yıldırım, T. (2017). Collaborative teaching from English language instructors’ perspectives. Journal of Language and Linguistic Studies, 13(2), 632-642.
Thomas, C. C., Correa, V. I., & Morsink, C. V. (1995). Interactive teaming: Consultation and collaboration in special programs (2nd ed.). Prentice Hall.
Tsai, C.-Y. (2015). Culture shock and cross-cultural adaptation of American, British, and Canadian teachers in Taiwan [Doctoral dissertation, National Chi Nan University]. National Digital Library of Theses and Dissertations in Taiwan. https://hdl.handle.net/11296/ax54jj
University of Minnesota. (n.d.). (MIQ) Minnesota Importance Questionnaire. Retrieved February 3, 2024, from https://vpr.psych.umn.edu/miq
Valenzuela, M. A., & Rogers, S. E. (2021). Strategizing personality traits: An acculturation approach to person–environment fit and expatriate adjustment. International Journal of Human Resource Management, 32(7), 1591–1619. https://doi.org/10.1080/09585192.2018.1526201
Vembye, M. H., Weiss, F., Bhat, B. H. (2023). The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. Review of Educational Research, 1-47. https://doi.org/10.3102/00346543231186588
Walsh, W. B., Craik, K. H., & Price, R. H. (Eds.) (2000). Person–environment psychology: Models and perspectives (2nd ed.). Erlbaum.
Welch, M., & Sheridan, S. (1995). Educational partnerships serving students at risk. Harcourt Brace.
Welch, M., Brownell, K., & Sheridan, S. M. (1999). What's the score and game plan on teaming in schools? Remedial and Special Education, 20(1), 36-49. https://proxyone.lib.nccu.edu.tw/login?url=https://www.proquest.com/scholarly-journals/whats-score-game-plan-on-teaming-schools/docview/236316102/se-2
Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China. System, 52, 139-148. https://doi.org/10.1016/j.system.2015.05.007
Yuan, S., & Gao, Y. (2022). Why do Chinese employees complain at the workplace? An exploratory study based on the theory of work adjustment. Frontiers in Psychology, 13, Article 920041. https://doi.org/10.3389/fpsyg.2022.920041 |
| Description: | 碩士
國立政治大學
教育學系
110152005 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152005 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 200501.pdf | | 4413Kb | Adobe PDF | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
