Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/131305| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 招靜琪 | zh_TW |
| dc.contributor.advisor | Chao, Chin-Chi | en_US |
| dc.contributor.author | 陳俊宏 | zh_TW |
| dc.contributor.author | Chen, Jyun-Hong | en_US |
| dc.creator | 陳俊宏 | zh_TW |
| dc.creator | Chen, Jyun-Hong | en_US |
| dc.date | 2020 | en_US |
| dc.date.accessioned | 2020-08-03T10:33:55Z | - |
| dc.date.available | 2020-08-03T10:33:55Z | - |
| dc.date.issued | 2020-08-03T10:33:55Z | - |
| dc.identifier | G0106951018 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/131305 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 106951018 | zh_TW |
| dc.description.abstract | 在全球化的影響下，愈多的英語教師已具有跨地域英語教學的特性。雖然職業自我認同感的轉變的特質已在諸多研究中揭露，但跨教學地域的特質仍未有全貌。本研究旨在探索一位台灣的英語教師在跨地域狀況中，與他人互動時對於她的職業自我認同感的轉變所造成的衝擊。\n本研究採用質性個案研究方法。研究參與者為一位台灣教師，具有在中國與台灣兩地的國中教學情境中豐富的教學經驗。研究資料是透過兩筆口述、兩筆半結構式訪談、兩筆看課紀錄、一場小型團體討論、以及一筆追蹤訪談所收集。訪談大綱包括: (1)英語學習歷程，(2)在台灣與中國教學經驗，(3)受訪者課程觀察，(4)訪談資料。\n研究結果顯示:與各情境中的人有豐富、直接的互動能夠賦予自我認同感正面的轉變，但不足或是間接的互動會造成負面的轉變。結果也顯示出研究參與者正向的自我認同感的轉變會受到與他人共同在面對困難時，所擁有的正向的人際關係所影響。該困難涵蓋: (1)學生的學習目標、(2)教師與家長/教師與學生/教師與教師之間的互動、(3)被情境化的合適英語教師的期待、(4)職業的自我認同感。\n最後，在理論與教學法的建議方面，期盼本研究能夠提供研究者，教育立法者，以及正規英語教育訓練機構的教員做為參考。 | zh_TW |
| dc.description.abstract | Under the effect of globalization, more English teachers have been capable of teaching across contexts. Though the shifting feature of professional identity has been revealed in many studies, the specific feature across teaching contexts has yet to be fully-explored. The purpose of this study is to explore the impact of interpersonal interaction with other individuals on one Taiwanese English teacher’s shifts of professional identity.\nThis study employs a qualitative case study method. The participant was one Taiwanese English teacher with rich experience of teaching junior high school students in Chinese and Taiwanese teaching contexts. Data were collected through two oral narratives, two semi-structured interviews, two class observation records, one small group discussion, and one follow-up interview, including the participant’s: (1) English learning history, (2) English teaching experience in Taiwan and China, (3) teaching practice in Taiwan, and (4) reflections and opinions to her identity struggles and the teaching contexts.\nThe findings entail that rich, direct interaction with individuals among each contexts empowered a positive identity shift, whereas the lack of interaction or indirect one contributed to a negative transformation. Also, the findings revealed that such positive shift of identity was underlain by positive interpersonal relationships with individuals involved when tackling perceived difficulties, including: students’ learning goals, teacher-student, teacher-parent, teacher-teacher interaction, and contextualized expectation as a suitable English teacher.\nFinally, theoretical and pedagogical implications are derived to offer useful insights for researchers, educational policy makers, and trainers of English teachers. | en_US |
| dc.description.tableofcontents | TABLE OF CONTENTS\nACKNOWLEDGEMENTS iv\nCHINESE ABSTRACT vi\nENGLISH ABSTRACT vii\nCHAPTER ONE: INTRODUCTION 1\nBackground 1\nPurpose of the Study 3\nCHAPTER TWO: LITERATURE REVIEW 5\nProfessional Identity from Psychological and Social Perspectives 5\nProfessional Identity in EFL Contexts 7\nPositioning Theory 12\nDavies and Harré’s two positioning features 13\nResearch Questions of the Study 14\nCHAPTER THREE: METHODOLOGY 15\nResearch Context and Participant 15\nResearch context 15\nParticipant 16\nData Collection 17\nNarratives 17\nInterviews 18\nInformal Conversations 18\nClass Observations 19\nSmall Group Discussion 19\nFollow-Up Interviews 20\nData Analysis 20\nTrustworthiness 22\nCHAPTER FOUR: FINDINGS 23\nTwo EFL contexts: Taiwan and China 23\nTeaching Practice in Student life (2013): From a Confident Leaner to a Student Motivator 24\nCritical Event 1: English learning experience in a kindergarten 24\nCritical Event 2: Her father’s view for education 24\nCritical Event 3: Preparing for senior high school entrance exam 25\nCritical Event 4: Failed Attempts as a Tutor 25\nCritical Event 5: Being an Intimidated Remedial Class Teacher 26\nPracticum in School B in 2014: a Fixed Role: Struggling in Being a Test-taking Trainer 28\nCritical Event 1: Her class observation experiences 28\nCritical Event 2: Encountering false accusations from a student’s parent 30\nTeaching Practice in School C from 2015 to2018: From being herself to an Identity Struggler 34\nCritical Event 1: Teaching the take-over class 34\nCritical Event 2: Seeking support from a director and having a new class 35\nCritical Event 3: Struggling in interacting among teachers and private life 38\nContext-detached Period in 2018: From an Outsider to an Insider 41\nCritical Event 1: Failed attempts at applying for a teaching position 41\nCritical Event 2: Returning to be a confident teacher 42\nTeaching Practice in School D from 2018 to 2019: a Class Facilitator; a Task Receiver; an Active Speaker 44\nCritical Event 1: the co-teaching lesson 44\nCritical Event 2: the eighth period lesson 46\nCritical Event 3: Hierarchical challenges in handling administrative affairs 48\nCritical Event 4: Discussion among teacher colleagues 49\nSummary 54\nCHAPTER FIVE: DISCUSSION 55\nHaving rich and direct interactions with individuals among and across EFL contexts allows the English teacher to positively take on a new identity. 55\nIdentity Negatively Positioned in Teaching Contexts 55\nIdentity Supported by Interaction 57\nIdentity Positioned during the Transitional Period 59\nHaving positive interpersonal relationships sustains the English teacher’s willingness to serve and enhances her understanding and performance in an EFL context. 59\nCHAPTER SIX: CONCLUSION 61\nSummary of the Study 61\nTheoretical Implications 62\nPedagogical Implications 62\nLimitations of the Study 63\nSuggestions for Further Research 63\nConclusion 64\nREFERENCES 65\nAPPENDIX A 71\nFirst Oral Narrative 71\nSecond Oral Narrative 72\nThe First Interview 74\nFollow-up Interview 75\nAPPENDIX B 77\nCo-teaching Demo Class 77\nResearcher’s Notes. 80\nThe Eighth Period Class 81\nResearcher’s Notes. 84 | zh_TW |
| dc.format.extent | 1321773 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0106951018 | en_US |
| dc.subject | 跨教學地域 | zh_TW |
| dc.subject | 自我認同感 | zh_TW |
| dc.subject | 英語教師 | zh_TW |
| dc.subject | 定位 | zh_TW |
| dc.subject | Identity | en_US |
| dc.subject | Positioning | en_US |
| dc.subject | English teacher | en_US |
| dc.subject | Cross-contextual English teaching | en_US |
| dc.title | 跨場域英語教學與教師職業自我認同感的轉變：以質性個案研究探索一位台灣教師的英語教學經驗 | zh_TW |
| dc.title | Cross-contextual English Teaching and Shifting Teacher Professional Identity: A Qualitative Case Study on a Taiwanese Teacher’s English Teaching Experiences | en_US |
| dc.type | thesis | en_US |
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| dc.identifier.doi | 10.6814/NCCU202000991 | en_US |
| item.fulltext | With Fulltext | - |
| item.grantfulltext | restricted | - |
| item.cerifentitytype | Publications | - |
| item.openairetype | thesis | - |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| Appears in Collections: | 學位論文 | |
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