政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/152587

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/152587

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政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/152587

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題名:	中外師協同教學之班級經營與教師專業發展分析 —以台北市國中為例 Class management and teacher profession development of cooperative teaching with foreign teachers in Taipei middle school
作者:	陳品君 Chen, Ping-Chun
貢獻者:	陳榮政陳品君 Chen, Ping-Chun
關鍵詞:	雙語教育協同教學班級經營教師專業發展 Bilingual education Co-teaching Classroom management Teacher professional development
日期:	2024
上傳時間:	2024-08-05 12:49:16 (UTC+8)
摘要:	本研究旨在探討台北市國民中學本國籍教師以及外國籍教師進行協同教學的實施現況，並且以兩位教師的班級經營異同以及教師專業發展部分為切入點進行研究以及分析。研究者以質性研究方法中訪談的方式調查台北市國中中外師協同教學的實施狀況，研究工具為研究者自編中外師訪談大綱，並挑選了十間實施雙語教育並引進外師進行協同教學的國中，十位中師及十位外師。在整理逐字稿資料之後，編碼轉錄並歸納以下研究結論重點：一、中外師協同教學部分（一）經驗豐富的本國籍教師在雙語課程的規劃中扮演了關鍵角色（二）中外師教學策略差異對學生產生正向影響（三）中外師課堂上合作愈發緊密，逐漸取代各自獨立授課的傳統方式二、中外師協同教學中的班級經營部分（一）中外師缺乏明確的班級經營共識，少數有實際作法（二）經驗豐富的外師希望在班級中獲得更多主導權以促進學生英語學習（三）外師對本國學校跨文化衝擊與疑慮三、中外師協同教學之教師專業發展觀點（一）外籍教師任教資格的廣泛性，大部分外師年輕無教學經驗（二）台北市雙語教學需求，外師須負責三科以上且非專業科目（三）教學經驗對於外師重要性更甚於取得證照四、中外師協同教學之教師專業發展（一）教師專業發展取決於中師是否願意接納英語（二）外師提供新想法以及文化刺激，使課程更加多元（三）中師需重新解構課程設計，改變原先僵化思維（四）雙語教師社群的執行需重新調整最後依據本國政策面向、學校執行層面、教師合作層面以及未來研究方向給予相關建議以及可行做法。 This study aims to explore the current implementation status of co-teaching between domestic and foreign teachers in junior high schools of Taipei City. The research focuses on the differences and similarities in classroom management and the professional development of the two types of teachers. Using qualitative research methods, specifically interviews, the researcher investigates the implementation status of co-teaching between local and foreign teachers in Taipei's junior high schools. The research tool is an interview outline developed by the researcher, and ten junior high schools that have implemented bilingual education and introduced foreign teachers for co-teaching were selected. Ten local teachers and ten foreign teachers were interviewed. After organizing the transcripts, the data were coded and analyzed, leading to the following key conclusions: Ⅰ.Co-teaching between Local and Foreign Teachers (1) Experienced local teachers play a crucial role in planning bilingual courses. (2) The differences in teaching strategies between local and foreign teachers have a positive impact on students. (3) Cooperation between local and foreign teachers in the classroom is becoming closer, gradually replacing the traditional method of independent teaching. Ⅱ.Classroom Management in Co-teaching (1) There is a lack of clear consensus on classroom management between local and foreign teachers, with few having practical approaches. (2) Experienced foreign teachers hope to gain more control in the classroom to promote students' English learning. (3) Foreign teachers face cross-cultural impacts and concerns in local schools. Ⅲ.Professional Development from the Perspective of Co-teaching (1) The broad qualifications for foreign teachers, with most being young and inexperienced in teaching. (2) The demand for bilingual teaching in Taipei requires foreign teachers to be responsible for more than three subjects, often outside their expertise. (3) Teaching experience is more important for foreign teachers than obtaining certifications. Ⅳ.Professional Development in Co-teaching (1) Professional development of teachers depends on the willingness of local teachers to embrace English. (2) Foreign teachers provide new ideas and cultural stimulation, making the curriculum more diverse. (3) Local teachers need to deconstruct their course design and change their rigid thinking. (4) The execution of bilingual teacher communities needs to be readjusted. Finally, based on national policy, school implementation, teacher cooperation, and future research directions, relevant suggestions and approaches are provided.
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描述:	碩士國立政治大學教育學系 109152007
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G0109152007
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顯示於類別:	[教育學系] 學位論文

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