超越移轉：電腦輔助英語教學師資課程中之知識連結

Abstract

電腦輔助語言教學(CALL)之教師專業發展課程，經常以所謂的知識轉移(transfer)為其最終目標，許多研究探討的是老師們為什麼不用CALL教師訓練裡教的內容，採用的是結果導向的思維。然而，科技進步極速，尋求單純的結果轉移變得不合情理。更重要的是，近年來語言老師專業發展的文獻對老師的學習過程特別予以強調，但是CALL教學知識建構與聯結經驗尚無充分之研究。這個敘事研究計畫分析在職碩班的語言老師們在經歷線上遊戲等以學習者為中心的相關文獻與案例討論之後，其創意教學作品如何呈現出知識建構的特徵。八個月後佐以教學現場之實地訪談，藉以了解CALL教師訓練成果之真實表現。老師們所討論的重點文獻包括James Paul Gee的「仿遊戲般學習」之概念(2003, 2008, 2005, 2007)以及老師實際參與的線上遊戲經驗，這些閱讀、實戰與討論經驗的目的是引導老師深入思索現代科技帶來的機會與挑戰，轉為自己的創意英語教學。這一個研究可以呈現出一群台灣的中小學英語老師面對研究所課堂中之CALL觀念挑戰之下，如何融合教學現場之現實狀況，建構出屬於自己的知識與課室教學實務。研究發現有四種狀況：第一種是非常主動積極的行動派老師，努力地根據某個學到的概念設計她們此後的教學，步驟清楚周到，然而這教學行動並不一定就等同於她所敘述的學習成果，也與學習者為中心的思維不同。第二種老師的連結方式是藉著新知重新思考過去的CALL經驗，設法增色或修正過去的實務。第三種老師則是志在蒐集整理CALL教師訓練課程所教的內容，以待不確定的未來有需要時可拿出來使用，給人過門而不入的感覺。第四種老師則有很多猶豫或現實面的考慮，造成建構知識或思考教學應用時之綁手綁腳，無法發揮新知識或新科技之特色。研究設計深入分析老師的知識建構狀況，並期待對新時代英語老師的CALL學習歷程有更進一步的認識。

Behind CALL teacher education (CTE) there is an unproblematized consensus of transfer, which suggests a positivist and tool-centered view of learning gains that differs from the sociocultural focus of recent teacher education research. Drawing on Beach’s (2003) conceptualization of transfer as consequential transition, this qualitative study seeks a cross-contextual understanding of language teacher learning with digital technology as the teachers in this study moved from a CTE course back to their own teaching contexts. Near the end of a CTE course, 19 in-service language teachers were asked to build connections between their experiences in the course and their teaching by creating a presentation. Four types of connections were identified, including thoughtful action planning, past experience refinement, and limited and reluctant use. In-depth interviews eight months later with four of the teachers found that they could seldom use the tools in the ways they had planned. However, they each experienced consequential transition as they struggled to reflect on their CTE course experience in everyday teaching. These results challenge the view that transfer in CTE must be about using technology. It is suggested that a focus on critical reflection of technology use may encourage teachers to continue reflective engagement in the ever-changing and complicated digital learning and teaching context.