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題名 教師學習、實務、與信念：兩位國小英語教師的個案研究
Teacher Learning, Practice, and Belief： A Case Study on Two Elementary School English Teachers
作者 彭郁珊
Peng, Yuh-Shan
貢獻者 招靜琪
Chao, Chin-Chi
彭郁珊
Peng, Yuh-Shan
關鍵詞 教師學習
教師信念
課室實務
Teacher learning
Teacher beliefs
Classroom practices
日期 2018
上傳時間 12-Feb-2019 15:57:03 (UTC+8)
摘要 教師專業發展是在職英語教師的重要課題。愈來愈多英語教師擁有英語研究所相關系所的學歷，這些教師同時也保持自我學習英語的熱忱與習慣。然而，對於教師如何持續學習仍有了解不足之處。本研究旨在以語言學習者同時是英語教學者的角度，探討臺灣兩位國小英語教師的學習經驗、課室實務、與教師信念。
本研究採用質性研究的個案研究方法，研究對象為兩位擁有英語相關研究所學歷，且教學經驗豐富的國小英語教師。研究方法主要包含研究對象的半結構式訪談、課室觀察以及補充訪談(additional interviews)。
透過Lieblich等人的「整體—內容」分析法，研究結果顯示兩位教師的英語學習經驗、教師信念，都與他們的課室實務息息相關。兩位英語教師的外語學習經驗形塑了他們的教學信念；這些因教師英語學習經驗而形成的教師信念，對於教師在課室實務，扮演相當關鍵的角色。最後於文末提出給予研究所教育機構與教師的建議，以及未來研究建議方向。
Teacher professional development is an important issue for in-service English teacher. Increasing English teachers hold master’s degrees in English-related disciplines; moreover, these teachers have been able to, have managed to sustain the enthusiasm and develop the habit to learn English by themselves. However, there is not much understanding of how teachers continue their learning. This study aimed to examine two Taiwanese English teachers’ reflections on learning experiences, teacher beliefs, and their classroom practices.
The study adopted a qualitative case study method. The participants were two elementary English teachers with English-related master’s degree and rich experience of teaching. Semi-structured interviews, classroom observations, and additional interviews were collected and analyzed using a holistic-content approach.
The research findings indicate that the two teachers’ learning experiences, teacher beliefs, and their classroom practices are dynamically connected. Their foreign language learning experiences are important parts of their teacher beliefs. These teacher beliefs which constructed from the teacher learning experiences also play important roles in their classroom practices. Suggestions for graduate schools and English teachers and direction for future research are provided at the end of the thesis.
參考文獻 Albaba, M. B. (2017). Teacher learning during transition from pre-service to Novice EFL teachers: A longitudinal case study. Research on Youth and Language, 11(2), 142-154.
Alghanmi, B., & Shukri, N. (2016). The relationship between teachers` beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, 9(7), 70-86.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Basturkmen, H. L. (2012). Review of research into the correspondence between language teachers` stated beliefs and practices. System, 40(2), 282-295.
Basturkmen, H. L., Loewen, S., & Ellis, R. (2004). Teachers` stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, M. (2001). Key concepts in ELT: Teachers` beliefs. ELT Journal, 55(2), 186-188.
Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
Borg, S. (2006). Teacher cognition and language education: research and practice. London: Bloomsbury.
Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing. (3rd ed.). Thousand Oaks: Sage.
Brougham, D. (2000). Advanced. Overseas Radio and Television Incorporation.
Brougham, D. (1962). Studio Classroom. Overseas Radio and Television Incorporation.
Chan, W. L. (2016) The discrepancy between teachers` beliefs and practices: A study of kindergarten teachers in Hong Kong. Teacher Development, 20(3), 417-433.
Chen, C. W.-y., & Cheng, Y.-s. (2014). Learning from team teaching and beyond: A case study on EFL teachers` professional development. Pan-Pacific Association of Applied Linguistics, 18(1), 33-47.
Cheng, J. (2000). CNN Interactive English. Live ABC Interactive Corporation.
Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189-198.
Ezzi, N. A. A. (2012). Yemeni teachers` beliefs of grammar teaching and classroom practices. English Language Teaching, 5(8), 170-184.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational research, 38(1), 47-65.
Farrell, T. S. C. (2017). "Who I am is how I teach": Reflecting on language teacher professional role identity. In Barkhuizen, G. , Reflections on language teacher identity research (pp. 183-188). New York: Routledge.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.
Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610.
Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers` beliefs and classroom practices. Teaching English as a Second or Foreign Language, 9(2), 1-12.
Farrell, T. S. C., & Vos, R., (2018). Exploring the principles and practices of one teacher of L2 speaking: The importance of reflecting on practice. Iranian Journal of Language Teaching Research, 6(1), 1-15.
Flynn, G. (2015). Dark Places. New York: Broadway Books.
Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Gatbonton, E. (2008). Looking beyond teachers` classroom behaviour: Novice and experienced ESL teachers` pedagogical knowledge. Language Teaching Research, 12(2),161-182.
Genova, L. (2014). Still Alice. New York: Pocket Books.
Golombek, R. P. (1998). A study of language teachers` personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
Graden, E. C. (1996). How language teachers` beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-395.
Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161.
Hoban, G. F., Butler, S., & Lesslie, L. (2007). Facilitating self-study of professional development: Researching the dynamics of teacher learning. Studying Teacher Education, 3(1), 35-51.
Hsu, P. (1979). English Digest. American Magazine Center.
Johnson, K. E. (1992). The relationship between teachers` beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Johnson, K. E., & Golombek, P. R. (2002). Teachers` narrative inquiry as professional development. New York: Cambridge University Press.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education, TESOL Quarterly, 40(1), 235-257.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (2011). Research on second language teacher education : A sociocultural perspective on professional development. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 Teacher Education : A Sociocultural Perspective on L2 Teacher Education. New York: Routledge.
Jurasaite-Harbison, E., & Rex, L. A., (2005). Taking on a researcher`s identity: Teacher learning in and through research participation. Linguistics and Education, 16, 425-454.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist., 27(1), 65-90.
Kang, Y., & Cheng, X. (2014). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher`s classroom practices and cognition development. Language Teaching Research, 18(2), 169-186.
Karimi, M. N., & Nazari, M. (2017). The congruity/Incongruity of EFL teachers` beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education, 42(2), 62-80.
Kavanoz, S., Yüksel, H. G., Varol, B. (2017). Evolvement of pre-service language teachers` beliefs through teacher education. International Journal of Progressive Education, 13(1), 119-135.
Kyle, C., McEwen, S., & DeFelice, J. (2014). American Sniper: The Autobiography of the Most Lethal Sniper in U.S. Military History. New York: Harpercollins.
Lee, I. (2011). Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: `I find it more convincing.` Australian Journal of Teacher Education, 36(2), 29-42.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (Eds.). (1998). Narrative research : Reading, analysis and interpretation. Thousand Oaks: Sage Pubns.
Lin, Z. (2013). Language teachers` attitudes, beliefs, professional knowledge, and views on professional development: An exploratory study at a preschool TEFL setting. TESOL Journal, 4(1), 55-82.
Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. In V. J. Marsick & M. Volpe (Eds.), Informal learning on the job (pp. 1-9). San Francisco: Berrett Koehler.
Nesbø, J. (2016). The Snowman. London: Vintage Publishing.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education: A project of the association of teacher educators (2nd ed., p.102-119). New York, NY: Macmillan.
Sawchuk, P. H. (2008). Theories and methods for research on informal learning and work: towards cross-fertilization. Studies in Continuing Education, 30, 1-16.
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. (4th ed.). New York: Teachers College Press.
Shavelson, R. J., & Stern, P. (1981). Research on teachers` pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research., 51, 455-498.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37(2), 149-175.
Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
Yin, R. K. (2003). Case study research: Design and methods. (3 ed.). Thousand Oaks: Sage.
Yin, R. K. (2013). Case study research: Design and methods. (5 ed.). Thousand Oaks: Sage.
描述 碩士
國立政治大學
英語教學碩士在職專班
102951019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951019
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 彭郁珊zh_TW
dc.contributor.author (Authors) Peng, Yuh-Shanen_US
dc.creator (作者) 彭郁珊zh_TW
dc.creator (作者) Peng, Yuh-Shanen_US
dc.date (日期) 2018en_US
dc.date.accessioned 12-Feb-2019 15:57:03 (UTC+8)-
dc.date.available 12-Feb-2019 15:57:03 (UTC+8)-
dc.date.issued (上傳時間) 12-Feb-2019 15:57:03 (UTC+8)-
dc.identifier (Other Identifiers) G0102951019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/122320-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 102951019zh_TW
dc.description.abstract (摘要) 教師專業發展是在職英語教師的重要課題。愈來愈多英語教師擁有英語研究所相關系所的學歷，這些教師同時也保持自我學習英語的熱忱與習慣。然而，對於教師如何持續學習仍有了解不足之處。本研究旨在以語言學習者同時是英語教學者的角度，探討臺灣兩位國小英語教師的學習經驗、課室實務、與教師信念。
本研究採用質性研究的個案研究方法，研究對象為兩位擁有英語相關研究所學歷，且教學經驗豐富的國小英語教師。研究方法主要包含研究對象的半結構式訪談、課室觀察以及補充訪談(additional interviews)。
透過Lieblich等人的「整體—內容」分析法，研究結果顯示兩位教師的英語學習經驗、教師信念，都與他們的課室實務息息相關。兩位英語教師的外語學習經驗形塑了他們的教學信念；這些因教師英語學習經驗而形成的教師信念，對於教師在課室實務，扮演相當關鍵的角色。最後於文末提出給予研究所教育機構與教師的建議，以及未來研究建議方向。		zh_TW
dc.description.abstract (摘要) Teacher professional development is an important issue for in-service English teacher. Increasing English teachers hold master’s degrees in English-related disciplines; moreover, these teachers have been able to, have managed to sustain the enthusiasm and develop the habit to learn English by themselves. However, there is not much understanding of how teachers continue their learning. This study aimed to examine two Taiwanese English teachers’ reflections on learning experiences, teacher beliefs, and their classroom practices.
The study adopted a qualitative case study method. The participants were two elementary English teachers with English-related master’s degree and rich experience of teaching. Semi-structured interviews, classroom observations, and additional interviews were collected and analyzed using a holistic-content approach.
The research findings indicate that the two teachers’ learning experiences, teacher beliefs, and their classroom practices are dynamically connected. Their foreign language learning experiences are important parts of their teacher beliefs. These teacher beliefs which constructed from the teacher learning experiences also play important roles in their classroom practices. Suggestions for graduate schools and English teachers and direction for future research are provided at the end of the thesis.		en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract vii
Abstract ix
CHAPTER 1 1
INTRODUCTION 1
CHAPTER 2 3
LITERATURE REVIEW 3
Teacher Learning 3
Language Teacher Beliefs/Classroom Practices 6
CHAPTER 3 11
METHODOLOGY 11
Participants 11
Data Collection 13
Data Analysis 16
CHAPTER 4 19
RESULTS 19
Case 1: Kevin 19
English Learning Experiences 19
English Teaching Experiences 27
Beliefs and Classroom Practices 36
Case 2: Betty 38
English Learning Experiences 38
English Teaching Experiences 48
Beliefs and Classroom Practices 55
CHAPTER 5 57
CROSS-CASE ANALYSIS AND DISCUSSION 57
Research Question 1 57
Research Question 2 59
Research Question 3 61
CHAPTER 6 65
CONCLUSION 65
Summary of the Study 65
Suggestions 66
Limitations of the Study 66
Direction for Future Research 67
Conclusion 67
References 69
Appendices 75
Appendix A: Questions for the Interviews with Kevin 75
Appendix B: Questions for the Interviews with Betty 79
Appendix C: Questions for the Additional Interviews 85		zh_TW
dc.format.extent 706206 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951019en_US
dc.subject (關鍵詞) 教師學習zh_TW
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 課室實務zh_TW
dc.subject (關鍵詞) Teacher learningen_US
dc.subject (關鍵詞) Teacher beliefsen_US
dc.subject (關鍵詞) Classroom practicesen_US
dc.title (題名) 教師學習、實務、與信念：兩位國小英語教師的個案研究zh_TW
dc.title (題名) Teacher Learning, Practice, and Belief： A Case Study on Two Elementary School English Teachersen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Albaba, M. B. (2017). Teacher learning during transition from pre-service to Novice EFL teachers: A longitudinal case study. Research on Youth and Language, 11(2), 142-154.
Alghanmi, B., & Shukri, N. (2016). The relationship between teachers` beliefs of grammar instruction and classroom practices in the Saudi context. English Language Teaching, 9(7), 70-86.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Basturkmen, H. L. (2012). Review of research into the correspondence between language teachers` stated beliefs and practices. System, 40(2), 282-295.
Basturkmen, H. L., Loewen, S., & Ellis, R. (2004). Teachers` stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, M. (2001). Key concepts in ELT: Teachers` beliefs. ELT Journal, 55(2), 186-188.
Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
Borg, S. (2006). Teacher cognition and language education: research and practice. London: Bloomsbury.
Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing. (3rd ed.). Thousand Oaks: Sage.
Brougham, D. (2000). Advanced. Overseas Radio and Television Incorporation.
Brougham, D. (1962). Studio Classroom. Overseas Radio and Television Incorporation.
Chan, W. L. (2016) The discrepancy between teachers` beliefs and practices: A study of kindergarten teachers in Hong Kong. Teacher Development, 20(3), 417-433.
Chen, C. W.-y., & Cheng, Y.-s. (2014). Learning from team teaching and beyond: A case study on EFL teachers` professional development. Pan-Pacific Association of Applied Linguistics, 18(1), 33-47.
Cheng, J. (2000). CNN Interactive English. Live ABC Interactive Corporation.
Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: A path model approach. Teaching and Teacher Education, 61, 189-198.
Ezzi, N. A. A. (2012). Yemeni teachers` beliefs of grammar teaching and classroom practices. English Language Teaching, 5(8), 170-184.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational research, 38(1), 47-65.
Farrell, T. S. C. (2017). "Who I am is how I teach": Reflecting on language teacher professional role identity. In Barkhuizen, G. , Reflections on language teacher identity research (pp. 183-188). New York: Routledge.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.
Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610.
Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers` beliefs and classroom practices. Teaching English as a Second or Foreign Language, 9(2), 1-12.
Farrell, T. S. C., & Vos, R., (2018). Exploring the principles and practices of one teacher of L2 speaking: The importance of reflecting on practice. Iranian Journal of Language Teaching Research, 6(1), 1-15.
Flynn, G. (2015). Dark Places. New York: Broadway Books.
Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Gatbonton, E. (2008). Looking beyond teachers` classroom behaviour: Novice and experienced ESL teachers` pedagogical knowledge. Language Teaching Research, 12(2),161-182.
Genova, L. (2014). Still Alice. New York: Pocket Books.
Golombek, R. P. (1998). A study of language teachers` personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
Graden, E. C. (1996). How language teachers` beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-395.
Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161.
Hoban, G. F., Butler, S., & Lesslie, L. (2007). Facilitating self-study of professional development: Researching the dynamics of teacher learning. Studying Teacher Education, 3(1), 35-51.
Hsu, P. (1979). English Digest. American Magazine Center.
Johnson, K. E. (1992). The relationship between teachers` beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Johnson, K. E., & Golombek, P. R. (2002). Teachers` narrative inquiry as professional development. New York: Cambridge University Press.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education, TESOL Quarterly, 40(1), 235-257.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (2011). Research on second language teacher education : A sociocultural perspective on professional development. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 Teacher Education : A Sociocultural Perspective on L2 Teacher Education. New York: Routledge.
Jurasaite-Harbison, E., & Rex, L. A., (2005). Taking on a researcher`s identity: Teacher learning in and through research participation. Linguistics and Education, 16, 425-454.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist., 27(1), 65-90.
Kang, Y., & Cheng, X. (2014). Teacher learning in the workplace: A study of the relationship between a novice EFL teacher`s classroom practices and cognition development. Language Teaching Research, 18(2), 169-186.
Karimi, M. N., & Nazari, M. (2017). The congruity/Incongruity of EFL teachers` beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education, 42(2), 62-80.
Kavanoz, S., Yüksel, H. G., Varol, B. (2017). Evolvement of pre-service language teachers` beliefs through teacher education. International Journal of Progressive Education, 13(1), 119-135.
Kyle, C., McEwen, S., & DeFelice, J. (2014). American Sniper: The Autobiography of the Most Lethal Sniper in U.S. Military History. New York: Harpercollins.
Lee, I. (2011). Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: `I find it more convincing.` Australian Journal of Teacher Education, 36(2), 29-42.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (Eds.). (1998). Narrative research : Reading, analysis and interpretation. Thousand Oaks: Sage Pubns.
Lin, Z. (2013). Language teachers` attitudes, beliefs, professional knowledge, and views on professional development: An exploratory study at a preschool TEFL setting. TESOL Journal, 4(1), 55-82.
Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. In V. J. Marsick & M. Volpe (Eds.), Informal learning on the job (pp. 1-9). San Francisco: Berrett Koehler.
Nesbø, J. (2016). The Snowman. London: Vintage Publishing.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education: A project of the association of teacher educators (2nd ed., p.102-119). New York, NY: Macmillan.
Sawchuk, P. H. (2008). Theories and methods for research on informal learning and work: towards cross-fertilization. Studies in Continuing Education, 30, 1-16.
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. (4th ed.). New York: Teachers College Press.
Shavelson, R. J., & Stern, P. (1981). Research on teachers` pedagogical thoughts, judgments, decisions, and behaviour. Review of Educational Research., 51, 455-498.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37(2), 149-175.
Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
Yin, R. K. (2003). Case study research: Design and methods. (3 ed.). Thousand Oaks: Sage.
Yin, R. K. (2013). Case study research: Design and methods. (5 ed.). Thousand Oaks: Sage.		zh_TW
dc.identifier.doi (DOI) 10.6814/THE.NCCU.ETMA.001.2019.A07en_US