Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/117134


Title: Investigating Elementary School English Teachers’ Professional Development Avenues and their Effectiveness
小學英語教師的專業發展途徑及其成效
Authors: 葉惠菁
Yeh, Hui-Chin
Keywords: EFL teacher education;teacher professional development;professional development avenue
EFL師資教育;教師專業發展;專業發展途徑
Date: 2007-12
Issue Date: 2018-05-09 16:43:22 (UTC+8)
Abstract: The purpose of this study was to provide a detailed analysis and investigation of various professional development avenues in Taiwan to discover how EFL teachers' professional growth can best benefit from the different models, what difficulties teachers have encountered, and how they can be further supported in teacher professional development. The data sources for this study were comprised of two major parts: one was derived from the questionnaire as the pilot investigation for this study to understand EFL elementary teachers' general professional development experience, and the other was collected from the interviews with 24 elementary English teachers, using the pre-established protocol reviewed from the existing TPD literature accompanied by the results from the pilot investigation. This study first reviewed and investigated (1) all the possible EFL teacher professional development avenues, (2) to what extent the in-service elementary school EFL teachers found each of these avenues helpful, (3) what difficulties the teachers have encountered when participating in these models for their professional development, and (4) how the government, other educational communities, and school authorities can support teacher professional development. It is hoped that this study will provide the basis for understanding a much needed practical model of continuous professional development for ongoing English education reform in Taiwan.
此研究旨在詳細地分析以及探討在台灣不同的專業發展途徑,以發現從不同的模式中,如何最有益於EFL教師專業發展、教師們遇到的困難、以及他們如何在教師專業發展中獲得幫助。研究資料來源包括兩大部分:一是作為試驗性調查的問卷,以了解EFL小學教師的整體專業發展經驗,另一部份是訪談24名小學英語教師所蒐集來的資料;事先設計的訪談標準,是根據現有的教師專業發展文獻以及試驗性的問卷調查結果。此研究首先審查及探究了:1.所有可能的EFL教師專業發展途徑;2.在職進修的小學英語教師認為每一途徑的幫助程度;3.老師們為了其專業發展參與這些模式所遇到的困難;4.政府、其他教育機構、以及學校單位如何能協助教師專業發展。此研究結果希望能提供一基準,以來了解台灣不間斷的英語教學改革所急需的專業性發展實用模型。
Relation: Taiwan Journal of TESOL, 4(2),1-23
臺灣英語教學期刊
Data Type: article
Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

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