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題名 尋夢者：語言教師在實踐社群之專業發展個案研究
Dream Seekers：A Qualitative Case Study on Language Teachers’ Professional Development in Communities of Practice作者 陳惠芬
Chen, Sino Hui-Fen貢獻者 黃怡萍
Yi-Ping Huang
陳惠芬
Sino Hui-Fen Chen關鍵詞 語言教師專業發展
自發性語言教師專業發展
實踐社群
Language teachers’ professional development
Self-initiated teacher development
communities of practice日期 2021 上傳時間 4-Aug-2021 14:22:50 (UTC+8) 摘要 專業教師發展有助於老師的課堂實務，並強化老師的專業，讓老師有能力去面對教學上日新月異的挑戰。在過去幾十年當中，專業教師發展的趨勢，已經從規定義務性的參加發展成為自發性的學習，學習的方法，亦從正式的學習，發展成為非正式的學習，在台灣也不例外。由於108課綱的實施，台灣的語言教師們，被期待能參與學習社群，進行教學想法的探索以及交流，以期能夠精進他們的專業知識、技能，並且幫助學生的學習。然而，之前的研究，鮮少觸及教師語言教師在社群時間團體之中成長學習的不同成長軌跡，對於及其影響因素，亦甚少著墨。為了要填補相關文獻上的不足，本研究以Wenger(1998)的實踐社群之文獻理論，作為分析架構，針對兩位女性語言教師，在一個名為「尋夢者」的自發性的專業教師發展團體當中的學習經驗和學習的影響因素，進行相關研究。本研究中的兩位受訪者，皆為女性語言教師，兩位都在該自發性的專業教師發展團體中，成為成員，和其他的在職教師一起學習成長，之後這兩位受訪者，也都成為新進講師，並且在該社群中，和其他的在職老師，分享他們的學習經驗。本質性研究的研究資料，包含面談受訪者的半結構式訪談、受訪者自述書寫、受訪者工作坊的錄影帶，還有其他的書面資料，作為佐證。在第一階段的階段，研究者採用Charmaz(2006)的紮根理論，將資料做逐句的初步解碼，再根據他們的相關性，予以分類。所有的解碼，都被重覆仔細閱讀。在第二階段的焦點解碼階段，研究者將所有資料分段，一致性地將分段資料，賦予正確的標籤名稱，並且用分析性編碼的方式，發展成抽象的概念，來解讀每一個分段資料。所有的分析碼，都被重新定義，並且發展成一個更大的類屬，來回應本研究問題。本研究結果指出，這兩位語言教師在一個自發性的實踐社群當中的學習經驗，是透過跨越邊界、自我實現、並且和他人產生相關，和他人共好的集體學習經驗。而在他們的學習軌跡上，不同的教學場域、教師特質和教師角色，都會形塑教師的學習歷程。另外，當兩位語言教師的學習軌跡轉移時，他們在後設知識和人文知識方面，有較為明顯地的增進。至於影響語言教師專業發展的因素探討，本研究發現，雖然，個人的因素，在語言教師學習的成長軌跡當中相當重要，然而，外在的社會因素，更為重要。另外，教師的不同角色，使得教師能夠展現多重學習軌跡。本研究進一步指出，教師學習的自主權，在實踐社群的學習經驗裡面，扮演重要的角色。至於個人因素，則是決定教師在實踐社群去留的主因。本研究也針對一般的專業教師發展，還有本研究當中的自發性教師專業發展實踐社群，以及在職教師，都做出建議。本研究亦就本研究的限制，對未來類似的研究，提出相關建言。
Teachers’ professional development enhances teachers’ practice because they equip teachers with the needed competencies to cope with constant changes and challenges in their practice. In the past decades, the trend of teacher development has shifted from mandatory to self-initiated, from formal to informal. That is also the case in Taiwan. With the recently implemented Curriculum Guidelines of 12 Basic Education, language teachers in Taiwan are encouraged to attend learning communities to explore and exchange teaching ideas with the purpose to improve their professional knowledge, skills, and student learning. However, limited research has been done to explore how language teachers learn in different locations on their learning trajectories and the affecting factors for those trajectories in communities of practice.To fill this research void, this case study explores two female language teachers’ learning experiences in a self-initiated professional development program named Dream Seekers and examines the factors affecting their learning trajectories, under the theoretical framework of communities of practice (Wenger, 1998). The participants were two in-service language teachers, who first attended this community as new members to learn from senior speakers, and then became novice speakers who shared their learning with other in-service teachers in the community.Data collection of this qualitative study includes semi-structured interviews, participants’ narrative accounts, workshop video recordings, and artifacts. In the initial coding stage, the researcher employed Charmaz’s (2006) grounded theory practice to analyze the data, which line-by-line coding was utilized. The emerged codes were placed into categories based on their fit and relevance. Data was read and reread till the code emerged. In the focused coding stage, the researcher took the segments of data apart, named them in concise terms, and proposed an analytic handle to develop abstract ideas for interpreting each segment of data (Charmaz, 2006). The codes were refined and created broader categories related to the research questions.The results of the study revealed that language teachers’ learning-to-teach experiences in communities of practice were essentially boundary-crossing, self-becoming, relational, reciprocal, and collective. In addition, different teaching contexts, teacher quality, and teacher’s roles were all significant impetus in their learning trajectories. Furthermore, a more conspicuous expansion of language teachers’ mega-knowledge base and humanistic knowledge base was found when language teachers’ learning trajectories shifted. As the affecting factors, the results of this case study revealed that even though personal factors were significant determiners on their learning trajectories, social factors played a more dominating role. In addition, language teachers who were endowed with different positions exhibited multiple learning trajectories. And personal factors were the main attributes to make language teachers stayers or leavers in communities of practice. The present study proposes some theoretical implications. Several suggestions for current teachers’ professional development, Dream Seekers, and in-service teachers were made. The limitations of the study and suggestions for future research are also addressed.參考文獻 REFERENCESAnderson, M. J., & Freebody, K. (2012). 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國立政治大學
英國語文學系
101551505資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101551505 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.advisor Yi-Ping Huang en_US dc.contributor.author (Authors) 陳惠芬 zh_TW dc.contributor.author (Authors) Sino Hui-Fen Chen en_US dc.creator (作者) 陳惠芬 zh_TW dc.creator (作者) Chen, Sino Hui-Fen en_US dc.date (日期) 2021 en_US dc.date.accessioned 4-Aug-2021 14:22:50 (UTC+8) - dc.date.available 4-Aug-2021 14:22:50 (UTC+8) - dc.date.issued (上傳時間) 4-Aug-2021 14:22:50 (UTC+8) - dc.identifier (Other Identifiers) G0101551505 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136261 - 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) 101551505 zh_TW dc.description.abstract (摘要) 專業教師發展有助於老師的課堂實務，並強化老師的專業，讓老師有能力去面對教學上日新月異的挑戰。在過去幾十年當中，專業教師發展的趨勢，已經從規定義務性的參加發展成為自發性的學習，學習的方法，亦從正式的學習，發展成為非正式的學習，在台灣也不例外。由於108課綱的實施，台灣的語言教師們，被期待能參與學習社群，進行教學想法的探索以及交流，以期能夠精進他們的專業知識、技能，並且幫助學生的學習。然而，之前的研究，鮮少觸及教師語言教師在社群時間團體之中成長學習的不同成長軌跡，對於及其影響因素，亦甚少著墨。為了要填補相關文獻上的不足，本研究以Wenger(1998)的實踐社群之文獻理論，作為分析架構，針對兩位女性語言教師，在一個名為「尋夢者」的自發性的專業教師發展團體當中的學習經驗和學習的影響因素，進行相關研究。本研究中的兩位受訪者，皆為女性語言教師，兩位都在該自發性的專業教師發展團體中，成為成員，和其他的在職教師一起學習成長，之後這兩位受訪者，也都成為新進講師，並且在該社群中，和其他的在職老師，分享他們的學習經驗。本質性研究的研究資料，包含面談受訪者的半結構式訪談、受訪者自述書寫、受訪者工作坊的錄影帶，還有其他的書面資料，作為佐證。在第一階段的階段，研究者採用Charmaz(2006)的紮根理論，將資料做逐句的初步解碼，再根據他們的相關性，予以分類。所有的解碼，都被重覆仔細閱讀。在第二階段的焦點解碼階段，研究者將所有資料分段，一致性地將分段資料，賦予正確的標籤名稱，並且用分析性編碼的方式，發展成抽象的概念，來解讀每一個分段資料。所有的分析碼，都被重新定義，並且發展成一個更大的類屬，來回應本研究問題。本研究結果指出，這兩位語言教師在一個自發性的實踐社群當中的學習經驗，是透過跨越邊界、自我實現、並且和他人產生相關，和他人共好的集體學習經驗。而在他們的學習軌跡上，不同的教學場域、教師特質和教師角色，都會形塑教師的學習歷程。另外，當兩位語言教師的學習軌跡轉移時，他們在後設知識和人文知識方面，有較為明顯地的增進。至於影響語言教師專業發展的因素探討，本研究發現，雖然，個人的因素，在語言教師學習的成長軌跡當中相當重要，然而，外在的社會因素，更為重要。另外，教師的不同角色，使得教師能夠展現多重學習軌跡。本研究進一步指出，教師學習的自主權，在實踐社群的學習經驗裡面，扮演重要的角色。至於個人因素，則是決定教師在實踐社群去留的主因。本研究也針對一般的專業教師發展，還有本研究當中的自發性教師專業發展實踐社群，以及在職教師，都做出建議。本研究亦就本研究的限制，對未來類似的研究，提出相關建言。 zh_TW dc.description.abstract (摘要) Teachers’ professional development enhances teachers’ practice because they equip teachers with the needed competencies to cope with constant changes and challenges in their practice. In the past decades, the trend of teacher development has shifted from mandatory to self-initiated, from formal to informal. That is also the case in Taiwan. With the recently implemented Curriculum Guidelines of 12 Basic Education, language teachers in Taiwan are encouraged to attend learning communities to explore and exchange teaching ideas with the purpose to improve their professional knowledge, skills, and student learning. However, limited research has been done to explore how language teachers learn in different locations on their learning trajectories and the affecting factors for those trajectories in communities of practice.To fill this research void, this case study explores two female language teachers’ learning experiences in a self-initiated professional development program named Dream Seekers and examines the factors affecting their learning trajectories, under the theoretical framework of communities of practice (Wenger, 1998). The participants were two in-service language teachers, who first attended this community as new members to learn from senior speakers, and then became novice speakers who shared their learning with other in-service teachers in the community.Data collection of this qualitative study includes semi-structured interviews, participants’ narrative accounts, workshop video recordings, and artifacts. In the initial coding stage, the researcher employed Charmaz’s (2006) grounded theory practice to analyze the data, which line-by-line coding was utilized. The emerged codes were placed into categories based on their fit and relevance. Data was read and reread till the code emerged. In the focused coding stage, the researcher took the segments of data apart, named them in concise terms, and proposed an analytic handle to develop abstract ideas for interpreting each segment of data (Charmaz, 2006). The codes were refined and created broader categories related to the research questions.The results of the study revealed that language teachers’ learning-to-teach experiences in communities of practice were essentially boundary-crossing, self-becoming, relational, reciprocal, and collective. In addition, different teaching contexts, teacher quality, and teacher’s roles were all significant impetus in their learning trajectories. Furthermore, a more conspicuous expansion of language teachers’ mega-knowledge base and humanistic knowledge base was found when language teachers’ learning trajectories shifted. As the affecting factors, the results of this case study revealed that even though personal factors were significant determiners on their learning trajectories, social factors played a more dominating role. In addition, language teachers who were endowed with different positions exhibited multiple learning trajectories. And personal factors were the main attributes to make language teachers stayers or leavers in communities of practice. The present study proposes some theoretical implications. Several suggestions for current teachers’ professional development, Dream Seekers, and in-service teachers were made. The limitations of the study and suggestions for future research are also addressed. en_US dc.description.tableofcontents TABLE OF CONTENTACKNOWLEDGEMENTS vCHINESE ABSTRACT…….. xivENGLISH ABSTRACT…… xviCHAPTER 1: INTRODUCTION 1Significance of Teacher Development 1Language Teacher Development in Taiwan 2Research on Language Teacher Development 3Significance of the Study 4Research Questions 6Organization of the Dissertation 6CHAPTER 2: LITERATURE REVIEW 8Teacher Development (TD) 8Significance of TD 8Definition of Teacher Development 9The Paradigm Shifts of Teacher Development 10Teacher Development in Behaviorism 10Teacher Development in Sociocultural Theory 11Differences between Teacher’s Formal Learning and Informal Learning 14Teacher Development and Teacher Change 15Teacher Knowledge for the 21st Century Learning 17Factors Affecting the Quality of Teacher Development 19Language Teacher Development (LTD) 21Definition of LTD 21Contrasts between Traditional LTD and Current LTD 22Conceptualizing LTD from a Sociocultural Perspective 24Components of LTD 25Previous Research on LTD 27LTD in Taiwan 31Origins of LTD in Taiwan 31The Drawback of the Previous LTD in Taiwan 32Constructive Views of LTD in Taiwan 34Communities of Practice (CoP) 37Definition of Communities of Practice 38Three Key Dimensions of CoP 39Five Learning Trajectories in CoP 40Wenger’s Responses to the Critiques of CoP 43Conceptualizing (Language) Teacher Learning in CoP 45(Language) Teachers’ Learning Experiences in CoP 46Factors Affecting (Language) Teacher Learning Trajectory in CoP 51CHAPTER 3: METHODOLOGY 57Research Design 57Context 58Background of Dream Seekers 59Three Phases of Dream Seekers 60Conceptualizing Dream Seekers as a CoP 62Participants 63Data Collection 65Semi-structured interviews 65Narrative Accounts 67Workshop Video-recordings 68Data Description 69Data Analysis 71Trustworthiness 73The Role of the Researcher 74CHAPTER 4: LANGUAGE TEACHERS’ LEARNING IN DREAM SEEKERS.. 75Ruby’s Case 75Ruby’s Background 75Before Getting in Dream Seekers: An Outsider on the Peripheral Trajectory 76Reality Shock and the Ensuing Impact 76The Paucity of Support from the Workplace 79Pendulum Mode of Learning: Mandatory vs. Self-initiated Learning 80Ruby’s Learning Experiences in the 1st and 2nd Phase of Dream Seekers: A Growing Practitioner on the Inbound Trajectory 83A Growing Sense of Belonging 83Practice-based Learning and Duplicating Successes in Teaching 84Extended-spectrum of Reflection 87Ruby’s Learning Experiences in the 3rd Phase of the Dream Seekers: A Teacher Leader on the Insider Trajectory - Giving and Taking Inside the Community 89From Learning with Others to Learning for Others 89From Working Alone to Walking Along 91Choosing to be a Teacher Leader Becomes a Key 93Current Situation: An MA Student on the Outbound Trajectory 94Lily’s Case 96Lily’s Background 96Before Getting in Dream Seekers: Working in a Supportive Environment on the Peripheral Trajectory 96Learning from Gurus 97Looking for the Missing Piece 98Lily’s Learning Experiences in the 1st and 2nd Phase of Dream Seekers: A Practitioner Who Connects the Dots on the Inbound Trajectory 101Being Determined to Find Answers 101Practice-based Learning and Taking Hybrid Approaches 102A Reflective Practitioner and Teacher Leader 106Lily’s Learning Experiences in the 3rd Phase of Dream Seekers: A Teacher Leader on the Insider Trajectory-Making Impacts Outside the Community 109Learning for Personal Reasons and Pragmatic Needs 109Making a Ripple Effect 111The Initiatives of the Effect 111Colleagues Following Lily’s Way 112School’s Recognition 112Higher Expectations for Herself 113Change in Collegial Collaboration 114New Ways to Envision Her Students and School 115Current Situation: A Teacher Leader on the Boundary Trajectory: Keep Marching Forward 117Summary of the Findings 120CHAPTER 5: DISCUSSIONS 123Language Teachers’ Learning Trajectories in CoP 124Boundary-crossing and Self-becoming Learning 124Relational, Reciprocal, and Collective Learning 125Teaching Contexts and Teacher Quality Shape Teacher Learning 128More Concupious Expansion of Meta-knowledge and Humanistic Knowledge Bases 130Factors Affecting Language Teachers’ Learning Trajectories in CoP 132Social Factors Plays a More Dominant Roles 135Different Roles Entail Multiple Learning Trajectories 137Personal Factors Attribute to Becoming Stayers or Leavers in CoP 139CHAPTER 6: CONCLUSION 142Theoretical Implications 142Suggestions for Current Teacher Development Programs 143Suggestions for Dream Seekers 144Suggestions for In-service Language Teachers 146Limitations and Directions for Future Research 148REFERENCES 150APPENDIX A 172APPENDIX B 175APPENDIX C 178LIST OF FIGURESFigure 2-1 Guskey’s (2002) Model of Teacher Change (p. 83) 16Figure 2-2 Teacher Knowledge for the 21st Century Learning (Modified from Kereluiket al., 2013, p. 130) 18Figure 2-3 Framework for Factors Affecting the Quality of Teacher development(Compen et al., 2019, p. 19) 20Figure 2-4 Illustration of Five Learning Trajectories in CoP 41 LIST OF TABLESTable 2-1 Differences Between Traditional Teacher Development and ConstructiveTeacher 13Table 2-2 Differences between Teacher’s Formal Learning and InformalLearning 14Table 2-3 Contrasts between Traditional LTD and Current LTD 24Table 3-1 Three Phases of Dream Seekers 61Table 3-2 Demography of the Two Participants 65Table 3-3 Description of Ruby’s Data 70Table 3-4 Description of Lily’s Data 70Table 4-1 Major Finding of Ruby’s Case and Lily’s Case 118Table 5-1 Factors affecting Ruby and Lily’s learning trajectories 133 zh_TW dc.format.extent 1119354 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101551505 en_US dc.subject (關鍵詞) 語言教師專業發展 zh_TW dc.subject (關鍵詞) 自發性語言教師專業發展 zh_TW dc.subject (關鍵詞) 實踐社群 zh_TW dc.subject (關鍵詞) Language teachers’ professional development en_US dc.subject (關鍵詞) Self-initiated teacher development en_US dc.subject (關鍵詞) communities of practice en_US dc.title (題名) 尋夢者：語言教師在實踐社群之專業發展個案研究 zh_TW dc.title (題名) Dream Seekers：A Qualitative Case Study on Language Teachers’ Professional Development in Communities of Practice en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) REFERENCESAnderson, M. 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