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題名 以英語為母語及非母語之國小英語教師協同教學在台之研究
A study of a native and non-native speaker co-teaching program in Taiwanese elementary schools作者 何炳德
Herbert Peter貢獻者 招靜琪
Chao, Chin Chi
何炳德
Herbert Peter關鍵詞 跨文化溝通
文化中的第三向度
中外師協同教學
教師專業成長
intercultural communication
thirdness
NEST and NNEST co-teaching
teacher professional development日期 2009 上傳時間 4-Sep-2013 14:48:59 (UTC+8) 摘要 以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。 本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。 研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。 整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。
National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness. The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. 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國立政治大學
英國語文學研究所
92551504
98資料來源 http://thesis.lib.nccu.edu.tw/record/#G0925515042 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin Chi en_US dc.contributor.author (Authors) 何炳德 zh_TW dc.contributor.author (Authors) Herbert Peter en_US dc.creator (作者) 何炳德 zh_TW dc.creator (作者) Herbert Peter en_US dc.date (日期) 2009 en_US dc.date.accessioned 4-Sep-2013 14:48:59 (UTC+8) - dc.date.available 4-Sep-2013 14:48:59 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2013 14:48:59 (UTC+8) - dc.identifier (Other Identifiers) G0925515042 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60015 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學研究所 zh_TW dc.description (描述) 92551504 zh_TW dc.description (描述) 98 zh_TW dc.description.abstract (摘要) 以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。 本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。 研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。 整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。 zh_TW dc.description.abstract (摘要) National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness. The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program.This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them. en_US dc.description.tableofcontents Dedication……………………………………………………………………. iiiAcknowledgements…………………………………………………………… ivTable of Contents……………………………………………………………... vList of Tables………………………………………………………………….. xiiChinese Abstract……………………………………………………………… xiiiEnglish Abstract………………………………………………………………. xivChapter 1 IntroductionBackground ……………………………………………………………………. 1Statement of the research problem ……………………………………………. 5Statement of purpose ………………………………………………………….. 7The research questions ………………………………………………………… 8Significance of the study ……………………………………………………… 9Definition of terms …….………………………………………………………. 10Overview of the dissertation ………………………………………………….. 11 Chapter 2 Literature ReviewTheories of learning …………………………………………………………… 13Theories of intercultural communication ……………………………………… 17Thirdness: Peirce, Bakhtin and Bhabha ……………………………………….. 19Third spaces in organizations ……………………………………………. 23Teachers’ professional development …………………………………………... 24 Teacher knowledge ………………………………………………………. 26Teacher learning ………………………………………………………….. 29Teacher knowledge as constructed ……………………………………….. 30Teacher knowledge from collaboration …………………………………… 30Native and non-native speaker English teachers ………………………………. 31Co-teaching …………………………………………………………………….. 36History of co-teaching ……………………………………………………. 36Models of co-teaching ……………………………………………………. 37Conditions for co-teaching success ………………………………………. 39Advantages of co-teaching ……………………………………………….. 41Problems associated with co-teaching …………………………………… 41 East Asian Co-teaching schemes ………………………………………………. 44Japan …………………………………………………………………… 44Korea ……………………………………………………………………... 46Hong Kong ……………………………………………………………….. 47Taiwan ……………………………………………………………………. 50The City program…………………….……………………………… 50The American Exchange Program ……………………………….….. 52Summary ………………………………………………………………………. 53Chapter 3 MethodologyMixed methods inquiry..……………………………………………………….... 54The epistemological basis of quantitative and qualitative inquiry ……..… 54The qualitative study …………………………………………………………… 57Research design....………………………………………………………… 57Participants and sites ……………………………………………………… 58 Researcher’s relationships with participants ……………………………... 63 The schools in the study ………………………………………………….. 66Data collection and procedures ………………………………………………… 68 Observation ……………………………………………………………….. 68 Interviews …………………………………………………………………. 71 Teacher journals …………………………………………………………... 74 Document inspection ……………………………………………………… 75Establishing trustworthiness …………………………………………………… 75 Researcher bias in the data collection process ……………………………. 78Data analysis …………………………………………………………………… 79 Data analysis framework ………………………………………………….. 79 Data analysis: method and procedures ……………………………………. 80The quantitative study….………………………………………………………. 83Research design …………………..………..…………………………….. 83Participants and sites ……………………………………………………… 85Data collection instruments and procedures …………………………………… 86 Test of English proficiency ……………………………………………….. 86 Piloting the test ………………………………………………………….. 88 Test administration procedures …………………………………………… 91 Survey questionnaire ……………………………………………………… 93 Piloting the survey ………………………………………………………… 94 Conducting the survey ……………………………………………………. 95Data analysis …………………………………………………………………… 95 Proficiency test …………………………………………………………… 95 Survey questionnaire ……………………………………………………… 96 Correlation between survey and test scores ………………………………. 97Summary ……………………………………………………………………….. 97Chapter 4 Teaching pair A: Xiao-ling and JoXiao-ling: Adjusting to a new partner ………………………………………….. 98 Attitude to the program …………………………………………………… 100Attitude to co-teaching ……………………………………………………. 102The co-teaching process: planning, teaching, roles and responsibilities ……….. 104 Patterns of communication ………………………………………………... 105 Co-teaching activities ……………………………………………………… 107The co-teaching relationship: Xiao-ling’s perspective …………………………. 109 Metaphor for co-teaching …………………………………………………. 112 Roles played in the co-teaching relationship ……………………………… 112Professional learning: ………………………………………………………….. 113Growth in cultural awareness …………..………………………………………. 115Perception of gender roles ………………………………………………… 116Summary ………………………………………………………………………... 119Jo: Growing into a professional role ……………………………………………. 120 Attitude to the program ……………………………………………………. 120 Attitude to co-teaching …………………………………………………….. 121The co-teaching process: planning, teaching, roles and responsibilities ……...... 122 The co-teaching relationship: Jo’s perspective …………………………………. 124 Cultural differences or personal differences ………………………………. 126Metaphor for co-teaching …………………………………………………. 127Professional learning and growth ………………………………………………. 127 Learning about students …………………………………………………… 128 Learning about pedagogy …………………………………………………. 129 Learning about self ………………………………………………………... 131 Learning from the co-teacher ……………………………………………... 131Growth in cultural awareness …………………………………………………... 135Perceptions of gender ……………………………………………….…….. 137Summary ………………………………………………………………………. 139Chapter 5 Teaching pair B: Yao-wen and DebbieYao-wen: Learning from unexpected sources ………………………………… 140 Attitude to the program …………………………………………………… 141 Attitude to co-teaching …………………………………………………… 143The co-teaching process: planning, teaching, roles and responsibilities ………. 143 Patterns of communication ……………………………………………….. 144 Co-teaching activities …………………………………………………….. 145The co-teaching relationship: Yao-wen’s perspective …………………………. 146 Attitude to students: a cultural difference ………………………………… 147 Cultural differences or personal differences? …………………………….. 148 Metaphor for co-teaching ………………………………………………… 149 Roles played in the co-teaching relationship …………………………….. 150Professional learning: Yao-wen ……………………………………………….. 151 The reflective journal: a tool for learning ………………………………… 152 Learning about students …………………………………………………... 152 Learning about pedagogy ………………………………………………… 153 Learning about self ……………………………………………………….. 154 Developing expertise ……………………………………………………… 154Growth in cultural awareness: Yao-wen ………………………………………. 155 Perceptions of gender …………………………………………………….. 156Summary ………………………………………………………………………. 156Debbie: Discovering a professional calling …………………………………… 157 Attitude to the program ………………………………………………….. 158 Attitude to co-teaching …………………………………………………… 159The co-teaching process: planning, teaching, roles and responsibilities ……… 160 Co-teaching activities ……………………………………………………. 161The co-teaching relationship: Debbie’s perspective …………………………… 162 Cultural differences or personal differences ……………………………… 166Professional learning: Debbie ………………………………………………….. 167 Knowledge of students ……………………………………………………. 167 Knowledge of pedagogy ………………………………………………….. 168 Knowledge of self ………………………………………………………… 169 Learning from the co-teacher …………………………………………….. 170Growth in cultural awareness: Debbie ………………………………………… 173 Perceptions of gender …………………………………………………….. 174 Culture as individual ……………………………………………………… 174Summary ………………………………………………………………………. 175Chapter 6 Teaching pair C: Jun-kai and MegJun-kai: Re-examining one’s teaching principles ……………………………… 176 Jun-kai’s teaching goals …………………………………………………... 178 Attitude to the program …………………………………………………… 179 Attitude to co-teaching …………………………………………………… 180The co-teaching process: planning, teaching, roles and responsibilities ……… 181 Patterns of communication ………………………………………………. 182 Co-teaching activities ……………………………………………………. 184The co-teaching relationship: Jun-kai’s perspective ………………………….. 185 Jun-kai’s assessment of his partner ………………………………………. 191 Factors in their relationship: age and personality ………………………… 192 Factors in their relationship: level of experience ..……………………….. 193 Factors in their relationship: personality not gender …………………….. 194Factors in their relationship: cultural differences ………………………... 196Metaphor for co-teaching ………………………………………………… 197Roles played in the relationship ………………………………………….. 198Professional learning: Jun-kai …………………………………………………. 199 Learning from Meg ………………………………………………………. 200Growth in cultural awareness: Jun-kai ………………………………………… 202 Thirdness …………………………………………………………………. 204Summary ……………………………………………………………………….. 205Meg: Confirming one’s professional beliefs …………………………………… 206 Attitude to the program …………………………………………………… 207 Attitude to co-teaching …………………………………………………… 209The co-teaching process: planning, teaching, roles and responsibilities ………. 210 Co-teaching activities …………………………………………………….. 209The co-teaching relationship: Meg’s perspective ……………………………… 210 Attitude to aboriginal children ……..…………………………………….. 212 Going to the co-school: A watershed ……………………………………... 214 Dissolving the partnership ………………………………………………... 217 Maintaining a working relationship ……………………………………… 217 Metaphor for co-teaching ………………………………………………… 218Professional learning: Meg …………………………………………………… 219 Learning about self ……………………………………………………… 222 Learning from co-teaching ……………………………………………… 222Growth in cultural awareness: Meg ………………………………………….. 225 Taiwan: A multi-ethnic culture ………………………………………….. 225Summary ……………………………………………………………………… 231Chapter 7 The quantitative study: data analysisProficiency test results …………………………………………………………. 233Grade 6 Listening proficiency ………………………………………………….. 233Grade 6 Reading proficiency …………………………………………………… 235Grade 4 Listening proficiency …………………………………………………. 236Grade 4 Reading proficiency ………………………………………………….. 238Summary of test results…………………………………………………..…..... 240Survey questionnaire results ………………………………………………….. 241Survey results and motivation………..………………………………………… 243Grade 4 and 6 compared ……………………………………………………….. 246Summary of survey findings...………………………………………………… 248CHAPTER 8 Discussion, conclusions, limitations and recommendationsIntroduction to research findings ………………………..……….……............. 250The first research question …………………………………………………….. 250Analysis of AEP co-teaching …………..……………………...…………. 250Outcomes for students: Proficiency ............................................................. 256 Outcomes for students: Motivation ………………………….……………. 257The second research question …………………..…………………….………… 257The third research question …………………………………………….………. 262 Professional growth and development: Xiao-ling………………….……… 262Professional growth and development: Jo………………………….……… 263Professional growth and development: Yao-wen…………………….……. 264 Professional growth and development: Debbie……………………………. 266 Professional growth and development: Jun-kai.……………………….….. 267 Professional growth and development: Meg.………………………….….. 269Conclusion…………………………………………………………….…... 271The fourth research question …………………………………………………… 274 Growth in cultural awareness: Xiao-ling …………………………………. 274 Growth in cultural awareness: Jo …………………………………………. 277 Growth in cultural awareness: Yao-wen …………………………………. 278 Growth in cultural awareness: Debbie ……………………………………. 281 Growth in cultural awareness: Jun-kai ……………………………………. 282 Growth in cultural awareness: Meg ………………………………………. 284Conclusion……………………………………………………………….. 287Suggestions for further research ……………………………………………….. 289Limitations of this study ……………………………………………………….. 290Impact of this research on the researcher ………………………………………. 292Implications and recommendations ……………………………………………. 293Concluding remarks ……………………………………………………………. 295References …………………………………………………………………….. 297Appendices ……………………………………………………………………. 317 Appendix A AEP Mission Statement & Information ………...…..…….. 317 Appendix B AEP teacher workshops 2008-09 …………………………. 321 Appendix C Official letter to school administrators …………………… 322 Appendix D Class observation check list ………………………………. 323 Appendix E Teacher interview questions ………………………………. 324 Appendix F Teacher journal entry (sample) …………………………… 329 Appendix G On-site interviews with AP members …………………….. 332 Appendix H Chronology of field visits ………………………………… 333 Appendix I Field notes (sample page) ………………………………… 335 Appendix J Coding scheme for teacher learning (examples) …………. 337 Appendix K 4th Grade syllabus, test format and test…………………… 339 Appendix L 6th Grade syllabus, test format and test…………………… 355 Appendix M Student survey questionnaire …………………………….. 377Vita ……………………………………………………………………….......... 380List of TablesTable 2.1 Good and bad qualities of NESTs………………………..... 33Table 2.2 Qualities of a good English teacher ………………………. 35Table 2.3 Levels of teacher collaboration …………………………... 43Table 3.1 Workshops attended ……………………………………… 60Table 3.2 Participants basic data ……………………………………. 62Table 3.3 Observation dates and times ……………………………… 69Table 3.4 Teacher interview timetable ……………………………… 72Table 3.5 Interview schedule and content ………………………….. 73Table 3.6 Pilot test scores ……………………………………………. 90Table 3.7 Pre-test and post-test results ………………………….......... 91Table 4.1 Patterns of communication: Xiao-ling and Jo …………… 106 Table 4.2 Roles played by Xiao-ling and Jo ………………………... 113Table 4.3 Factors which affected Xiao-ling’s learning ……………… 114Table 4.4 Factors which affected Jo’s learning ……………………… 134Table 5.1 Patterns of communication: Yao-wen and Debbie ……….. 144Table 5.2 Roles played by Yao-wen and Debbie ……………………. 150Table 5.3 Factors which affected Yao-wen’s learning ………………. 155Table 5.4 Factors which affected Debbie’s learning ………………… 172Table 6.1 Patterns of communication: Jun-kai and Meg ……………. 182Table 6.2 Roles played by Jun-kai and Meg ………………………… 199Table 6.3 Factors which affected Jun-kai’s learning ………………... 201Table 6.4 Factors which affected Meg’s learning …………………… 225Table 7.1 6th-grade listening test results………… ………………….. 234Table 7.2 6th-grade reading test results …………………………….... 235Table 7.3 4th-grade listening test results……………………..………. 237Table 7.4 4th-grade listening test results t-test ..……………………… 238Table 7.5 4th-grade reading test results .. …………………………….. 239Table 7.6 4th-grade reading test results t-test ………………………… 240Table 7.7 Survey results ……………..….…………………………… 243Table 7.8 4th- and 6th-grade survey responses ……………………….. 246Table 7.9 4th- and 6th-grade survey t-test ……………………………. 247 zh_TW dc.format.extent 8636237 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0925515042 en_US dc.subject (關鍵詞) 跨文化溝通 zh_TW dc.subject (關鍵詞) 文化中的第三向度 zh_TW dc.subject (關鍵詞) 中外師協同教學 zh_TW dc.subject (關鍵詞) 教師專業成長 zh_TW dc.subject (關鍵詞) intercultural communication en_US dc.subject (關鍵詞) thirdness en_US dc.subject (關鍵詞) NEST and NNEST co-teaching en_US dc.subject (關鍵詞) teacher professional development en_US dc.title (題名) 以英語為母語及非母語之國小英語教師協同教學在台之研究 zh_TW dc.title (題名) A study of a native and non-native speaker co-teaching program in Taiwanese elementary schools en_US dc.type 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