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題名 英語教學做中學：合作敘事探究
Learning to Teach English in situ: A Collaborative Narrative Inquiry
作者 陳錦珊
Chen, Jin shan
貢獻者 招靜琪
Chao, Chin chi
陳錦珊
Chen, Jin shan
關鍵詞 英語師資培訓
英語教學發展
敘事探究
行動理論
情境學習理論
TESOL Teacher Education
Learning to Teach
Narrative Inquiry
Cultural-Historical Activity Theory
Situated Cognition
日期 2008
上傳時間 9-May-2016 11:21:23 (UTC+8)
摘要 本篇論文重組並重現一個合作敘事探究的生命經驗。在這集體的生命故事中，研究者與四位女性英語實習教師，透過一個全校性的英語同儕輔導計畫，一同探究學習如何教英語。本研究包含兩個研究重點：（一）探索英語實習教師在教學實習過程中對英語教學的概念覺知與教學發展;（二）檢視機構與社會情境與英語實習教師之教學發展的互動關係。本研究提出三個研究問題核心，協助對於現象的分析與詮釋：（一）英語實習教師在實境教學中教學發展之轉化歷程;（二）驅動英語實習教師之教學發展轉化的支配力類型;（三）英語實習教師對於實境教學之生命經驗的理解與覺知。
      本研究發現，英語實習教師的教學發展，呈現前進式的結構模式。教學行動系統中的內、外部矛盾，引發一連串的衝突與失序，直接衝擊英語實習教師的教學發展轉化。在問題解決的轉化過程中，有三種主要的驅動能量，對教學發展轉化形成支配：情境支配力、策略支配力、情意支配力。在故事的尾聲，英語實習教師對於英語教學有新的覺知：對於教學行為及身為英語教師本體的覺知、對於英語學習者的認知、對於英語學習的本質的理解。
      本研究回應相關文獻，提出三點新發現。首先，學習如何教的過程，包含持續性的觀察、分析、評量和反思。其次，英語實習教師的教學發展，透過跨層次行動系統的比對與分析，發現並理解可能存在的失序、衝突與解決方案，進而從事教學改變與教學發展轉化。最後，本研究提出，有關教師學習、學習如何教的相關研究，應該採用一種全方位的研究方法、一種廣泛理解的觀點，用以分析詮釋實作教學中既存的知識斷層。
This collaborative narrative inquiry reconfigures and represents the lived experiences of four female prospective TESOL teachers’ learning to teach through a campus-based tutoring program. The research foci of this inquiry-based study are twofold. Firstly, the research aims at exploring how prospective TESOL teachers learn to teach through practical teaching experiences, as they examine the definition of learning to teach itself and the understanding of the what and how of the learning process evolves. Secondly, the research investigates the role of the social and institutional context in prospective TESOL teachers’ learning to teach, in examining how activity setting shapes the process of learning to teach. Drawing on the research approach of narrative inquiry, prospective TESOL teachers’ stories are told in their own voices while the school’s stories, and the stories about the school are told by the supervisor of the structured program in this research, the researcher, for purpose of providing a context to the prospective TESOL teachers’ stories. Following such respects, research questions are generated with special emphasis on (a) the transformational process of the prospective TESOL teachers’ learning to teach in situ; (b) the driving forces for the transformation to take place; (c) how the prospective TESOL teachers make sense of the lived experiences of learning to teach.
      The prospective teachers’ collective story appeared to be a progressive mode of development. The transformational process was overwhelmingly influenced by the dissonance and conflicts emerging from the contradictions within and across the collective activity system of teaching, namely primary, secondary, tertiary, and quaternary contradictions. In order to solve the problems resulting from the contradictions, the prospective teachers undertook changes and transformation in their teaching. Three types of driving force appeared to be significant for the transformation in the process of the prospective teachers’ learning to teach, including contextual force, strategic force, and attitudinal force. During the process of engaging in the socially situated activity of teaching, the prospective teachers formulated new conceptualizations of teaching, inclusive of the understanding of their teaching and of themselves as English teachers, of the students as English learners, and of the nature of English learning.
      The findings of the research suggest that a campus-based tutoring EFL program could be an alternative form of practicum teaching. Corresponding to previous research into teachers’ learning and learning to teach in second and foreign languages, three notions are provided. Firstly, the process of learning to teach prospective teachers includes continuous observation, analysis, evaluation and reflection on the entirety of the teaching activity embedded within a specific context, rather than shifting their focus from one entity to another entity, such as focusing on themselves at early stage and then shifting their focus to either on students or instructional techniques. Secondly, the process of prospective teachers’ learning to teach includes changes and transformation following iterative analysis and interpretations of cross-level activity systems to determine possible dissonance and solutions with the help of structured resources. Thirdly, research into teachers’ learning should employ a holistic research approach with a comprehensive perspective in analyzing and interpreting existing gaps in teaching practice.
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描述 博士
國立政治大學
英國語文學系
90551504
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0905515041
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin chien_US
dc.contributor.author (Authors) 陳錦珊zh_TW
dc.contributor.author (Authors) Chen, Jin shanen_US
dc.creator (作者) 陳錦珊zh_TW
dc.creator (作者) Chen, Jin shanen_US
dc.date (日期) 2008en_US
dc.date.accessioned 9-May-2016 11:21:23 (UTC+8)-
dc.date.available 9-May-2016 11:21:23 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 11:21:23 (UTC+8)-
dc.identifier (Other Identifiers) G0905515041en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94617-
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) 90551504zh_TW
dc.description.abstract (摘要) 本篇論文重組並重現一個合作敘事探究的生命經驗。在這集體的生命故事中，研究者與四位女性英語實習教師，透過一個全校性的英語同儕輔導計畫，一同探究學習如何教英語。本研究包含兩個研究重點：（一）探索英語實習教師在教學實習過程中對英語教學的概念覺知與教學發展;（二）檢視機構與社會情境與英語實習教師之教學發展的互動關係。本研究提出三個研究問題核心，協助對於現象的分析與詮釋：（一）英語實習教師在實境教學中教學發展之轉化歷程;（二）驅動英語實習教師之教學發展轉化的支配力類型;（三）英語實習教師對於實境教學之生命經驗的理解與覺知。
      本研究發現，英語實習教師的教學發展，呈現前進式的結構模式。教學行動系統中的內、外部矛盾，引發一連串的衝突與失序，直接衝擊英語實習教師的教學發展轉化。在問題解決的轉化過程中，有三種主要的驅動能量，對教學發展轉化形成支配：情境支配力、策略支配力、情意支配力。在故事的尾聲，英語實習教師對於英語教學有新的覺知：對於教學行為及身為英語教師本體的覺知、對於英語學習者的認知、對於英語學習的本質的理解。
      本研究回應相關文獻，提出三點新發現。首先，學習如何教的過程，包含持續性的觀察、分析、評量和反思。其次，英語實習教師的教學發展，透過跨層次行動系統的比對與分析，發現並理解可能存在的失序、衝突與解決方案，進而從事教學改變與教學發展轉化。最後，本研究提出，有關教師學習、學習如何教的相關研究，應該採用一種全方位的研究方法、一種廣泛理解的觀點，用以分析詮釋實作教學中既存的知識斷層。		zh_TW
dc.description.abstract (摘要) This collaborative narrative inquiry reconfigures and represents the lived experiences of four female prospective TESOL teachers’ learning to teach through a campus-based tutoring program. The research foci of this inquiry-based study are twofold. Firstly, the research aims at exploring how prospective TESOL teachers learn to teach through practical teaching experiences, as they examine the definition of learning to teach itself and the understanding of the what and how of the learning process evolves. Secondly, the research investigates the role of the social and institutional context in prospective TESOL teachers’ learning to teach, in examining how activity setting shapes the process of learning to teach. Drawing on the research approach of narrative inquiry, prospective TESOL teachers’ stories are told in their own voices while the school’s stories, and the stories about the school are told by the supervisor of the structured program in this research, the researcher, for purpose of providing a context to the prospective TESOL teachers’ stories. Following such respects, research questions are generated with special emphasis on (a) the transformational process of the prospective TESOL teachers’ learning to teach in situ; (b) the driving forces for the transformation to take place; (c) how the prospective TESOL teachers make sense of the lived experiences of learning to teach.
      The prospective teachers’ collective story appeared to be a progressive mode of development. The transformational process was overwhelmingly influenced by the dissonance and conflicts emerging from the contradictions within and across the collective activity system of teaching, namely primary, secondary, tertiary, and quaternary contradictions. In order to solve the problems resulting from the contradictions, the prospective teachers undertook changes and transformation in their teaching. Three types of driving force appeared to be significant for the transformation in the process of the prospective teachers’ learning to teach, including contextual force, strategic force, and attitudinal force. During the process of engaging in the socially situated activity of teaching, the prospective teachers formulated new conceptualizations of teaching, inclusive of the understanding of their teaching and of themselves as English teachers, of the students as English learners, and of the nature of English learning.
      The findings of the research suggest that a campus-based tutoring EFL program could be an alternative form of practicum teaching. Corresponding to previous research into teachers’ learning and learning to teach in second and foreign languages, three notions are provided. Firstly, the process of learning to teach prospective teachers includes continuous observation, analysis, evaluation and reflection on the entirety of the teaching activity embedded within a specific context, rather than shifting their focus from one entity to another entity, such as focusing on themselves at early stage and then shifting their focus to either on students or instructional techniques. Secondly, the process of prospective teachers’ learning to teach includes changes and transformation following iterative analysis and interpretations of cross-level activity systems to determine possible dissonance and solutions with the help of structured resources. Thirdly, research into teachers’ learning should employ a holistic research approach with a comprehensive perspective in analyzing and interpreting existing gaps in teaching practice.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iii
     CHINESE ABSTRACT ix
     ENGLISH ABSTRACT x
     
     CHAPTER 1: LAUNCHING INTO A JOURNEY OF INQUIRY INTO TESOL
      TEACHER EDUCATION
      A Vignette: The Puzzle of Learning to Teach English 1
      The Emergence of Research into Teacher Education 3
      The Complexity of TESOL Teacher Education 4
      Reconceptualizations of TESOL Teacher Education 6
      Unstudied Problems in TESOL Teacher Education 8
      A Vignette: A Campus-based Tutoring Program 9
      This Collaborative Narrative Inquiry 12
     CHAPTER 2: MEETING THE SOCIOCULTURAL TURN OF TESOL TEACHER EDUCATION
      Forming the Theoretical Framework 14
      The Evolutions of the Three Traditions 14
      The Situative Perspective of Learning 19
      Situated Cognition 20
     Cognitive Apprenticeship 23
     Cultural-Historical Activity Theory 25
     The Theoretical Perspective of this Study 31
     Current Understandings of Learning to Teach 32
     CHAPTER 3: TAKING THE NARRATIVE TURN IN TESOL TEACHER
      EDUCATION
      A Vignette: Insiders’ Voice 44
      Narrative Inquiry as a Research Approach 46
      Representation of the Research Process 51
     Attending the Scenario 53
     Telling the Stories 60
     Transcribing the Narrative Data 65
     Analyzing the Narrative Data 67
     Representing the Narrative Construct 71
     CHAPTER 4: REPRESENTING THE PROSPECTIVE TESOL TEACHERS’ LIVED EXPERIENCES OF LEARNING TO TEACH
      A Reminder: Mind the Tensions 76
      Reconfiguring the Lived Experiences of Learning to Teach 77
      Representing the Lived Experiences of Learning to Teach 78
      Noticing the Primary Contradictions 79
      Meeting the Secondary Contradictions 88
      Doing Historical Analysis 97
      Doing Actual-Empirical Analysis 99
      Facing the Tertiary Contradictions 105
      Modifying the Teaching Practice 119
      Reflecting on the Teaching Practice 128
      Encountering the Quaternary Contradictions 138
      Consolidating New Conceptualizations 145
      Coda of the Lived Stories of Learning to Teach 149
     
     CHAPER 5: REFLECTING ON THE INQUIRY JOURNEY TO TESOL
      TEACHER EDUCATION
      Refocusing on the Research Questions 150
      The Alternative Form of Practicum Teaching 157
      Corresponding to Previous Research 162
      Coda of the Journey of Inquiry 165
     REFERENCES 168
     APPENDICES
     A. Reflective Journal 179
     B. Questionnaire 180
     C. Interview Questions 183
     D. Emerging Themes in Conversational Narratives 184
     E. Storylines in Collective Storied Narratives 189
     VITA 192
     
     LIST OF FIGURES AND TABLES
     
     Figure 1 The Activity System 27
     Figure 2 The Cyclic Structure of Expansive Learning 29
     Figure 3 The Theoretical Perspective of this Research 31
     Table 1 Representation of Research Process 52
     Table 2 Core Participant Profiles: Working Experience 61
     Table 3 Analytical Narrative Data of a Reflective Journal 68
     Figure 4 The Primary Contradictions in the Activity System of Teaching 81
     Figure 5 The Secondary Contradictions in the Activity System of Teaching 90
     Figure 6 The Tertiary Contradictions with Higher-level Activity Systems 106		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0905515041en_US
dc.subject (關鍵詞) 英語師資培訓zh_TW
dc.subject (關鍵詞) 英語教學發展zh_TW
dc.subject (關鍵詞) 敘事探究zh_TW
dc.subject (關鍵詞) 行動理論zh_TW
dc.subject (關鍵詞) 情境學習理論zh_TW
dc.subject (關鍵詞) TESOL Teacher Educationen_US
dc.subject (關鍵詞) Learning to Teachen_US
dc.subject (關鍵詞) Narrative Inquiryen_US
dc.subject (關鍵詞) Cultural-Historical Activity Theoryen_US
dc.subject (關鍵詞) Situated Cognitionen_US
dc.title (題名) 英語教學做中學：合作敘事探究zh_TW
dc.title (題名) Learning to Teach English in situ: A Collaborative Narrative Inquiryen_US
dc.type (資料類型) thesisen_US
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