教師學習、實務、與信念：兩位國小英語教師的個案研究

Abstract

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。\n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)。\n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.\nThe 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.\nThe 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.