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題名 尋夢者：語言教師在實踐社群之專業發展個案研究
Dream Seekers：A Qualitative Case Study on Language Teachers’ Professional Development in Communities of Practice
作者 陳惠芬
Chen, Sino Hui-Fen
貢獻者 黃怡萍
Yi-Ping Huang
陳惠芬
Sino Hui-Fen Chen
關鍵詞 語言教師專業發展
自發性語言教師專業發展
實踐社群
Language teachers’ professional development
Self-initiated teacher development
communities of practice
日期 2021
上傳時間 4-Aug-2021 14:22:50 (UTC+8)
摘要 專業教師發展有助於老師的課堂實務，並強化老師的專業，讓老師有能力去面對教學上日新月異的挑戰。在過去幾十年當中，專業教師發展的趨勢，已經從規定義務性的參加發展成為自發性的學習，學習的方法，亦從正式的學習，發展成為非正式的學習，在台灣也不例外。由於108課綱的實施，台灣的語言教師們，被期待能參與學習社群，進行教學想法的探索以及交流，以期能夠精進他們的專業知識、技能，並且幫助學生的學習。然而，之前的研究，鮮少觸及教師語言教師在社群時間團體之中成長學習的不同成長軌跡，對於及其影響因素，亦甚少著墨。
為了要填補相關文獻上的不足，本研究以Wenger(1998)的實踐社群之文獻理論，作為分析架構，針對兩位女性語言教師，在一個名為「尋夢者」的自發性的專業教師發展團體當中的學習經驗和學習的影響因素，進行相關研究。本研究中的兩位受訪者，皆為女性語言教師，兩位都在該自發性的專業教師發展團體中，成為成員，和其他的在職教師一起學習成長，之後這兩位受訪者，也都成為新進講師，並且在該社群中，和其他的在職老師，分享他們的學習經驗。
本質性研究的研究資料，包含面談受訪者的半結構式訪談、受訪者自述書寫、受訪者工作坊的錄影帶，還有其他的書面資料，作為佐證。在第一階段的階段，研究者採用Charmaz(2006)的紮根理論，將資料做逐句的初步解碼，再根據他們的相關性，予以分類。所有的解碼，都被重覆仔細閱讀。在第二階段的焦點解碼階段，研究者將所有資料分段，一致性地將分段資料，賦予正確的標籤名稱，並且用分析性編碼的方式，發展成抽象的概念，來解讀每一個分段資料。所有的分析碼，都被重新定義，並且發展成一個更大的類屬，來回應本研究問題。
本研究結果指出，這兩位語言教師在一個自發性的實踐社群當中的學習經驗，是透過跨越邊界、自我實現、並且和他人產生相關，和他人共好的集體學習經驗。而在他們的學習軌跡上，不同的教學場域、教師特質和教師角色，都會形塑教師的學習歷程。另外，當兩位語言教師的學習軌跡轉移時，他們在後設知識和人文知識方面，有較為明顯地的增進。至於影響語言教師專業發展的因素探討，本研究發現，雖然，個人的因素，在語言教師學習的成長軌跡當中相當重要，然而，外在的社會因素，更為重要。另外，教師的不同角色，使得教師能夠展現多重學習軌跡。本研究進一步指出，教師學習的自主權，在實踐社群的學習經驗裡面，扮演重要的角色。至於個人因素，則是決定教師在實踐社群去留的主因。本研究也針對一般的專業教師發展，還有本研究當中的自發性教師專業發展實踐社群，以及在職教師，都做出建議。本研究亦就本研究的限制，對未來類似的研究，提出相關建言。
Teachers’ professional development enhances teachers’ practice because they equip teachers with the needed competencies to cope with constant changes and challenges in their practice. In the past decades, the trend of teacher development has shifted from mandatory to self-initiated, from formal to informal. That is also the case in Taiwan. With the recently implemented Curriculum Guidelines of 12 Basic Education, language teachers in Taiwan are encouraged to attend learning communities to explore and exchange teaching ideas with the purpose to improve their professional knowledge, skills, and student learning. However, limited research has been done to explore how language teachers learn in different locations on their learning trajectories and the affecting factors for those trajectories in communities of practice.
To fill this research void, this case study explores two female language teachers’ learning experiences in a self-initiated professional development program named Dream Seekers and examines the factors affecting their learning trajectories, under the theoretical framework of communities of practice (Wenger, 1998). The participants were two in-service language teachers, who first attended this community as new members to learn from senior speakers, and then became novice speakers who shared their learning with other in-service teachers in the community.
Data collection of this qualitative study includes semi-structured interviews, participants’ narrative accounts, workshop video recordings, and artifacts. In the initial coding stage, the researcher employed Charmaz’s (2006) grounded theory practice to analyze the data, which line-by-line coding was utilized. The emerged codes were placed into categories based on their fit and relevance. Data was read and reread till the code emerged. In the focused coding stage, the researcher took the segments of data apart, named them in concise terms, and proposed an analytic handle to develop abstract ideas for interpreting each segment of data (Charmaz, 2006). The codes were refined and created broader categories related to the research questions.
The results of the study revealed that language teachers’ learning-to-teach experiences in communities of practice were essentially boundary-crossing, self-becoming, relational, reciprocal, and collective. In addition, different teaching contexts, teacher quality, and teacher’s roles were all significant impetus in their learning trajectories. Furthermore, a more conspicuous expansion of language teachers’ mega-knowledge base and humanistic knowledge base was found when language teachers’ learning trajectories shifted. As the affecting factors, the results of this case study revealed that even though personal factors were significant determiners on their learning trajectories, social factors played a more dominating role. In addition, language teachers who were endowed with different positions exhibited multiple learning trajectories. And personal factors were the main attributes to make language teachers stayers or leavers in communities of practice. The present study proposes some theoretical implications. Several suggestions for current teachers’ professional development, Dream Seekers, and in-service teachers were made. The limitations of the study and suggestions for future research are also addressed.
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描述 博士
國立政治大學
英國語文學系
101551505
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101551505
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Yi-Ping Huangen_US
dc.contributor.author (Authors) 陳惠芬zh_TW
dc.contributor.author (Authors) Sino Hui-Fen Chenen_US
dc.creator (作者) 陳惠芬zh_TW
dc.creator (作者) Chen, Sino Hui-Fenen_US
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 14:22:50 (UTC+8)-
dc.date.available 4-Aug-2021 14:22:50 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 14:22:50 (UTC+8)-
dc.identifier (Other Identifiers) G0101551505en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136261-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 101551505zh_TW
dc.description.abstract (摘要) 專業教師發展有助於老師的課堂實務，並強化老師的專業，讓老師有能力去面對教學上日新月異的挑戰。在過去幾十年當中，專業教師發展的趨勢，已經從規定義務性的參加發展成為自發性的學習，學習的方法，亦從正式的學習，發展成為非正式的學習，在台灣也不例外。由於108課綱的實施，台灣的語言教師們，被期待能參與學習社群，進行教學想法的探索以及交流，以期能夠精進他們的專業知識、技能，並且幫助學生的學習。然而，之前的研究，鮮少觸及教師語言教師在社群時間團體之中成長學習的不同成長軌跡，對於及其影響因素，亦甚少著墨。
為了要填補相關文獻上的不足，本研究以Wenger(1998)的實踐社群之文獻理論，作為分析架構，針對兩位女性語言教師，在一個名為「尋夢者」的自發性的專業教師發展團體當中的學習經驗和學習的影響因素，進行相關研究。本研究中的兩位受訪者，皆為女性語言教師，兩位都在該自發性的專業教師發展團體中，成為成員，和其他的在職教師一起學習成長，之後這兩位受訪者，也都成為新進講師，並且在該社群中，和其他的在職老師，分享他們的學習經驗。
本質性研究的研究資料，包含面談受訪者的半結構式訪談、受訪者自述書寫、受訪者工作坊的錄影帶，還有其他的書面資料，作為佐證。在第一階段的階段，研究者採用Charmaz(2006)的紮根理論，將資料做逐句的初步解碼，再根據他們的相關性，予以分類。所有的解碼，都被重覆仔細閱讀。在第二階段的焦點解碼階段，研究者將所有資料分段，一致性地將分段資料，賦予正確的標籤名稱，並且用分析性編碼的方式，發展成抽象的概念，來解讀每一個分段資料。所有的分析碼，都被重新定義，並且發展成一個更大的類屬，來回應本研究問題。
本研究結果指出，這兩位語言教師在一個自發性的實踐社群當中的學習經驗，是透過跨越邊界、自我實現、並且和他人產生相關，和他人共好的集體學習經驗。而在他們的學習軌跡上，不同的教學場域、教師特質和教師角色，都會形塑教師的學習歷程。另外，當兩位語言教師的學習軌跡轉移時，他們在後設知識和人文知識方面，有較為明顯地的增進。至於影響語言教師專業發展的因素探討，本研究發現，雖然，個人的因素，在語言教師學習的成長軌跡當中相當重要，然而，外在的社會因素，更為重要。另外，教師的不同角色，使得教師能夠展現多重學習軌跡。本研究進一步指出，教師學習的自主權，在實踐社群的學習經驗裡面，扮演重要的角色。至於個人因素，則是決定教師在實踐社群去留的主因。本研究也針對一般的專業教師發展，還有本研究當中的自發性教師專業發展實踐社群，以及在職教師，都做出建議。本研究亦就本研究的限制，對未來類似的研究，提出相關建言。		zh_TW
dc.description.abstract (摘要) Teachers’ professional development enhances teachers’ practice because they equip teachers with the needed competencies to cope with constant changes and challenges in their practice. In the past decades, the trend of teacher development has shifted from mandatory to self-initiated, from formal to informal. That is also the case in Taiwan. With the recently implemented Curriculum Guidelines of 12 Basic Education, language teachers in Taiwan are encouraged to attend learning communities to explore and exchange teaching ideas with the purpose to improve their professional knowledge, skills, and student learning. However, limited research has been done to explore how language teachers learn in different locations on their learning trajectories and the affecting factors for those trajectories in communities of practice.
To fill this research void, this case study explores two female language teachers’ learning experiences in a self-initiated professional development program named Dream Seekers and examines the factors affecting their learning trajectories, under the theoretical framework of communities of practice (Wenger, 1998). The participants were two in-service language teachers, who first attended this community as new members to learn from senior speakers, and then became novice speakers who shared their learning with other in-service teachers in the community.
Data collection of this qualitative study includes semi-structured interviews, participants’ narrative accounts, workshop video recordings, and artifacts. In the initial coding stage, the researcher employed Charmaz’s (2006) grounded theory practice to analyze the data, which line-by-line coding was utilized. The emerged codes were placed into categories based on their fit and relevance. Data was read and reread till the code emerged. In the focused coding stage, the researcher took the segments of data apart, named them in concise terms, and proposed an analytic handle to develop abstract ideas for interpreting each segment of data (Charmaz, 2006). The codes were refined and created broader categories related to the research questions.
The results of the study revealed that language teachers’ learning-to-teach experiences in communities of practice were essentially boundary-crossing, self-becoming, relational, reciprocal, and collective. In addition, different teaching contexts, teacher quality, and teacher’s roles were all significant impetus in their learning trajectories. Furthermore, a more conspicuous expansion of language teachers’ mega-knowledge base and humanistic knowledge base was found when language teachers’ learning trajectories shifted. As the affecting factors, the results of this case study revealed that even though personal factors were significant determiners on their learning trajectories, social factors played a more dominating role. In addition, language teachers who were endowed with different positions exhibited multiple learning trajectories. And personal factors were the main attributes to make language teachers stayers or leavers in communities of practice. The present study proposes some theoretical implications. Several suggestions for current teachers’ professional development, Dream Seekers, and in-service teachers were made. The limitations of the study and suggestions for future research are also addressed.		en_US
dc.description.tableofcontents TABLE OF CONTENT
ACKNOWLEDGEMENTS v
CHINESE ABSTRACT…….. xiv
ENGLISH ABSTRACT…… xvi
CHAPTER 1: INTRODUCTION 1
Significance of Teacher Development 1
Language Teacher Development in Taiwan 2
Research on Language Teacher Development 3
Significance of the Study 4
Research Questions 6
Organization of the Dissertation 6
CHAPTER 2: LITERATURE REVIEW 8
Teacher Development (TD) 8
Significance of TD 8
Definition of Teacher Development 9
The Paradigm Shifts of Teacher Development 10
Teacher Development in Behaviorism 10
Teacher Development in Sociocultural Theory 11
Differences between Teacher’s Formal Learning and Informal Learning 14
Teacher Development and Teacher Change 15
Teacher Knowledge for the 21st Century Learning 17
Factors Affecting the Quality of Teacher Development 19
Language Teacher Development (LTD) 21
Definition of LTD 21
Contrasts between Traditional LTD and Current LTD 22
Conceptualizing LTD from a Sociocultural Perspective 24
Components of LTD 25
Previous Research on LTD 27
LTD in Taiwan 31
Origins of LTD in Taiwan 31
The Drawback of the Previous LTD in Taiwan 32
Constructive Views of LTD in Taiwan 34
Communities of Practice (CoP) 37
Definition of Communities of Practice 38
Three Key Dimensions of CoP 39
Five Learning Trajectories in CoP 40
Wenger’s Responses to the Critiques of CoP 43
Conceptualizing (Language) Teacher Learning in CoP 45
(Language) Teachers’ Learning Experiences in CoP 46
Factors Affecting (Language) Teacher Learning Trajectory in CoP 51
CHAPTER 3: METHODOLOGY 57
Research Design 57
Context 58
Background of Dream Seekers 59
Three Phases of Dream Seekers 60
Conceptualizing Dream Seekers as a CoP 62
Participants 63
Data Collection 65
Semi-structured interviews 65
Narrative Accounts 67
Workshop Video-recordings 68
Data Description 69
Data Analysis 71
Trustworthiness 73
The Role of the Researcher 74
CHAPTER 4: LANGUAGE TEACHERS’ LEARNING IN DREAM SEEKERS.. 75
Ruby’s Case 75
Ruby’s Background 75
Before Getting in Dream Seekers: An Outsider on the Peripheral Trajectory 76
Reality Shock and the Ensuing Impact 76
The Paucity of Support from the Workplace 79
Pendulum Mode of Learning: Mandatory vs. Self-initiated Learning 80
Ruby’s Learning Experiences in the 1st and 2nd Phase of Dream Seekers: A Growing Practitioner on the Inbound Trajectory 83
A Growing Sense of Belonging 83
Practice-based Learning and Duplicating Successes in Teaching 84
Extended-spectrum of Reflection 87
Ruby’s Learning Experiences in the 3rd Phase of the Dream Seekers: A Teacher Leader on the Insider Trajectory - Giving and Taking Inside the Community 89
From Learning with Others to Learning for Others 89
From Working Alone to Walking Along 91
Choosing to be a Teacher Leader Becomes a Key 93
Current Situation: An MA Student on the Outbound Trajectory 94
Lily’s Case 96
Lily’s Background 96
Before Getting in Dream Seekers: Working in a Supportive Environment on the Peripheral Trajectory 96
Learning from Gurus 97
Looking for the Missing Piece 98
Lily’s Learning Experiences in the 1st and 2nd Phase of Dream Seekers: A Practitioner Who Connects the Dots on the Inbound Trajectory 101
Being Determined to Find Answers 101
Practice-based Learning and Taking Hybrid Approaches 102
A Reflective Practitioner and Teacher Leader 106
Lily’s Learning Experiences in the 3rd Phase of Dream Seekers: A Teacher Leader on the Insider Trajectory-Making Impacts Outside the Community 109
Learning for Personal Reasons and Pragmatic Needs 109
Making a Ripple Effect 111
The Initiatives of the Effect 111
Colleagues Following Lily’s Way 112
School’s Recognition 112
Higher Expectations for Herself 113
Change in Collegial Collaboration 114
New Ways to Envision Her Students and School 115
Current Situation: A Teacher Leader on the Boundary Trajectory: Keep Marching Forward 117
Summary of the Findings 120
CHAPTER 5: DISCUSSIONS 123
Language Teachers’ Learning Trajectories in CoP 124
Boundary-crossing and Self-becoming Learning 124
Relational, Reciprocal, and Collective Learning 125
Teaching Contexts and Teacher Quality Shape Teacher Learning 128
More Concupious Expansion of Meta-knowledge and Humanistic Knowledge Bases 130
Factors Affecting Language Teachers’ Learning Trajectories in CoP 132
Social Factors Plays a More Dominant Roles 135
Different Roles Entail Multiple Learning Trajectories 137
Personal Factors Attribute to Becoming Stayers or Leavers in CoP 139
CHAPTER 6: CONCLUSION 142
Theoretical Implications 142
Suggestions for Current Teacher Development Programs 143
Suggestions for Dream Seekers 144
Suggestions for In-service Language Teachers 146
Limitations and Directions for Future Research 148
REFERENCES 150
APPENDIX A 172
APPENDIX B 175
APPENDIX C 178

LIST OF FIGURES
Figure 2-1 Guskey’s (2002) Model of Teacher Change (p. 83) 16
Figure 2-2 Teacher Knowledge for the 21st Century Learning (Modified from Kereluik
et al., 2013, p. 130) 18
Figure 2-3 Framework for Factors Affecting the Quality of Teacher development
(Compen et al., 2019, p. 19) 20
Figure 2-4 Illustration of Five Learning Trajectories in CoP 41

 
LIST OF TABLES
Table 2-1 Differences Between Traditional Teacher Development and Constructive
Teacher 13
Table 2-2 Differences between Teacher’s Formal Learning and Informal
Learning 14
Table 2-3 Contrasts between Traditional LTD and Current LTD 24
Table 3-1 Three Phases of Dream Seekers 61
Table 3-2 Demography of the Two Participants 65
Table 3-3 Description of Ruby’s Data 70
Table 3-4 Description of Lily’s Data 70
Table 4-1 Major Finding of Ruby’s Case and Lily’s Case 118
Table 5-1 Factors affecting Ruby and Lily’s learning trajectories 133		zh_TW
dc.format.extent 1119354 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101551505en_US
dc.subject (關鍵詞) 語言教師專業發展zh_TW
dc.subject (關鍵詞) 自發性語言教師專業發展zh_TW
dc.subject (關鍵詞) 實踐社群zh_TW
dc.subject (關鍵詞) Language teachers’ professional developmenten_US
dc.subject (關鍵詞) Self-initiated teacher developmenten_US
dc.subject (關鍵詞) communities of practiceen_US
dc.title (題名) 尋夢者：語言教師在實踐社群之專業發展個案研究zh_TW
dc.title (題名) Dream Seekers：A Qualitative Case Study on Language Teachers’ Professional Development in Communities of Practiceen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) REFERENCES
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dc.identifier.doi (DOI) 10.6814/NCCU202100962en_US