Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/149674
|
| Title: | 臺灣雙語小學執行雙語共備之方法: 質性個案研究
Collaborative Lesson Planning in a Bilingual Elementary School in Taiwan: A Qualitative Case Study |
| Authors: | 林香寧
Lin, Siang-Ning |
| Contributors: | 黃怡萍
Huang, Yi-Ping
林香寧
Lin, Siang-Ning |
| Keywords: | 雙語教育
共備
教師自我效能感
Bilingual education
Collaborative lesson planning (CLP)
Teachers’ Self-efficacy (TSE) |
| Date: | 2024 |
| Issue Date: | 2024-02-01 11:49:11 (UTC+8) |
| Abstract: | 本質性個案研究之目的在探討臺灣雙語小學執行雙語共備之方法，以及探究共備如何形塑教師之自我效能感。本研究使用四種資料收集方法: 訪談、共備觀察、文件收集、以及口頭回顧反思。研究顯示該共備社群是以動態循環的方式進行，社群內的共備合作力量強大。此外，兩位資深教師的自我效能感因為共備社群而增加，然而，另一位資深教師則因龐大的行政工作量而覺得難以兼顧行政工作及雙語教學。由此，我們確定動態循環模式以及團隊合作在雙語共備中的重要性，以及不同教師會因為個人的工作重心、自我能力、工作量不同而有不同的自我效能變化。本研究提供雙語學校一個執行雙語共備的範例，此外，也呈現出共備形塑教師自我效能感之歷程，共備的重要性便顯而易見。
The objectives of this qualitative case study were to examine how a collaborative lesson planning (CLP) group was implemented in a bilingual elementary school in Taiwan and to explore how CLP shaped teachers’ self-efficacy. I used four different methods to collect data: interviews, observations of the CLP group, documents, and oral reflections. The results indicated that the CLP group was implemented in a dynamic cycle, and that the collaboration in the group was strong and powerful. In addition, two experienced teachers’ self-efficacy increased due to CLP, while another experienced teacher’s availability of bilingual teaching decreased owing to heavy administrative workload. The conclusion was that the dynamic cycle of CLP and collaborative teamwork were important in implementing CLP. Furthermore, CLP might increase teachers’ self-efficacy (TSE). TSE might also be influenced by other factors, such as work focus, abilities, and heavy workload. The pedagogical contribution of this study is to provide a CLP implementation framework for bilingual schools. Furthermore, this study provides an example that how teachers’ self-efficacy was shaped by CLP and the importance of CLP could be well emphasized. |
| Reference: | Bandura, A. (1977a). Self-efficacy: Toward a Unifying Theory of Behavioral Change.
Psychological Review, 84(2), 191–215.
https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997b). Self-efficacy: the exercise of control. W.H. Freeman. Retrieved August 28 2022 from https://archive.org/details/selfefficacyexer0000band.
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers' Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Front Psychol, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645
Bezemer, J., & Jewitt, C. (2018). Multimodality: A Guide for Linguists. ” In Research Methods in Linguistics, edited by Lia Litosseliti. 2nd ed, 281–303. London: Continuum. 10.5040/9781350043466.ch-012.
Bolam, R., McMahon, AJ., Stoll, L., Thomas, SM., Wallace, M., Greenwood, AM., Hawkey, K., Ingram, M., Atkinson, A., & Smith, MC. (2005). Creating and Sustaining Effective Professional Learning Communities. DfES, GTCe, NCSL. http://https://www.education.gov.uk/publications/eOrderingDownload/RR637-2.pdf
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.
https://doi.org/10.1191/1478088706qp063oa
Chong, W. H., & Kong, C. A. (2012). Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study. The Journal of Experimental Education, 80(3), 263-283. https://doi.org/10.1080/00220973.2011.596854
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0.
DOI : 10.2167/beb459.0
Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. https://lccn.loc.gov/2017044644
Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability, Environmental Education Research, 20(5), 660-679, DOI: 10.1080/13504622.2013.833591
Eaker, R., DuFour, R., & Burnette, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. National Educational Service.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
Garmston, R. J., & Wellman, B. M. (2016). The adaptive school: A sourcebook for developing collaborative groups. Rowman & Littlefield.
Giles, A., & Yazan, B. (2019). ESL and content teachers’ collaboration. Indonesian JELT: Indonesian Journal of English Language Teaching, 14(1), 1-18.
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, DOI: 10.1080/14664208.2021.1884434
Graziano, K. J. (2012). Co-teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in Teacher Education 21, 109–126.
Gutierez, S. B. (2020). Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action. Teacher Development, 25(1), 37-52. https://doi.org/10.1080/13664530.2020.1856177
Hairon, S., & Tan, C. (2016). Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 47(1), 91-104. https://doi.org/10.1080/03057925.2016.1153408
Hawley, W. D., Valli, L. R., & In, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook for policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
Hiebert, J. (2000). A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video Study. The Elementary School Journal 101. https://doi.org/10.1086/499656
Hord, Shirley M. (1997). Professional learning communities: communities of continuous inquiry and improvement. Austin, Tex.: [Washington, DC]: Southwest Educational Development Laboratory; U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center.
Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I., Kates, A., & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education, 24(7), 1919-1934. https://doi.org/10.1016/j.tate.2008.01.005
Lawrence, C. A., & Chong, W. H. (2010). Teacher collaborative learning through the lesson study: identifying pathways for instructional success in a Singapore high school. Asia Pacific Education Review, 11(4), 565-572. https://doi.org/10.1007/s12564-010-9103-3
Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic Inquiry. SAGE, Thousand Oaks, 289-331.
http://dx.doi.org/10.1016/0147-1767(85)90062-8
Luo, W. H. (2022). Promoting content and English learning in a bilingual curriculum at the elementary school level, Education 3-13. DOI:10.1080/03004279.2022.2099925
Majid, M. A., Othman, M., Mohamad, S. F., Lim, S. A., & Yusof, A. (2017). Piloting for Interviews in Qualitative Research: Operationalization and Lessons Learnt. International Journal of Academic Research in Business and Social Sciences, 7(4). https://doi.org/10.6007/IJARBSS/v7-i4/2916
Mendoza, N. B., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73. https://doi.org/10.1016/j.stueduc.2022.101139
National Development Council and Ministry of Education (2020). Bilingual 2030. Retrieved from https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzExL3JlbGZpbGUvMC8xNDUzNC9hODg1MTBkMC04YmQxLTQxZGEtYTgzZC1jOTg0NDM5Y2U3ZmMucGRm&n=QmlsaW5ndWFsIDIwMzAucGRm&icon=..pdf
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and policy in mental health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Pham, P. A., & Unaldi, A. (2021). Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers. International Journal of Bilingual Education and Bilingualism, 25(8), 2918-2932. https://doi.org/10.1080/13670050.2021.1995320
Sanna, L. (2021). Exploring Bilingual Teacher Collaboration in a Professional Learning Community: A Participatory Action Research Study. University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2021. http://hdl.handle.net/1802/36396
Tsui, C. (2018). Teacher efficacy: A case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128. https://doi.org/10.30397/TJTESOL.201804_15(1).0004
Yılmaz, M. (2018). Collaborative Bilingual Teaching in Turkish EFL Context. The European Conference on Education 2018: , Brighton, İngiltere, 29 Haziran - 01 Temmuz 2018, sa.21881162, ss.307-321. https://avesis.istanbul.edu.tr/api/publication/5b55ff0e-004f-4e7a-b6a6-bd065fd45eee/file |
| Description: | 碩士
國立政治大學
英語教學碩士在職專班
110951002 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110951002 |
| Data Type: | thesis |
| Appears in Collections: | [Department of English] Theses
|
Files in This Item:
| File |
Size | Format | |
|---|
| 100201.pdf | 1407Kb | Adobe PDF | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
