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題名 由非正規至正規教學場域下的兩位國中英語教師身份定位之轉變
Positioning Transformation of Two Junior High School English Teachers from Informal to Formal Teaching Contexts
作者 周宣志
Chou, Hsuan-Chih
貢獻者 招靜琪
Chao, Chin-Chi
周宣志
Chou, Hsuan-Chih
關鍵詞 語言教師身份
非正規教學情境
正規教學情境
定位理論
Language teacher identities
Informal teaching context
Formal teaching context
Positioning theory
日期 2022
上傳時間 8-Feb-2023 15:20:35 (UTC+8)
摘要 在台灣教育環境之中，非正規教學體系下的教學經驗是一個老師們普遍都有，卻尚未充分研究的議題。鑒於教師自我身份認同和定位可能隨著教學環境而轉變，此研究檢視教師在不同情境間的教學經驗。採用定位理論，此質性個案研究探討兩位台灣國中英語教師在不同情境間的自我身份定位之轉變，討論兩位教師在當了五年以上的補習班老師後轉換成國中老師的歷程。研究資料包括敘事訪談、兩階段的半結構式訪談、書面相關文件、研究參與者在網路社群中的貼文。並採用 Carspecken（1996）的重構分析方法以及編碼方式進行分析。在 Davies and Harré (1999) 定位理論為框架下，研究結果發現，當兩位教師進入新的正式教學場域時，之前的非正式場域中的教學經驗形塑了他們在新環境的自我身份認同，因為在非正式教學場域中的長期的教學經驗深深植根於他們的教學信念和實踐中。因此，當他們以既有的教師身份認同轉移到新的教學場域中時，他們配合不同環境特徵（重新）定位自己的教師身份，例如學生的課業表現、課堂時間安排以及與教師同事的互動都是和以往不同。鑑於不同的教學場域和其特徵，自我定位轉變是不可避免的，經過自我協商後兩位教師建立了新的身份和定位，以繼續他們未來的教學生涯。本研究建議注重非正規教學場域的教學經驗如何塑造早期教師身份概念。
In the educational context of Taiwan, language teachers’ experiences in the informal teaching contexts has become a common yet under-researched issue. Given the possibility that language teacher identities and positioning may be transformed as the individual attempts to align with the different teaching contexts, it is significant to examine teachers’ experiences across contexts. Drawing on positioning theory, this qualitative case study explores the processes of how two Taiwanese junior high school English teachers transform their positioning as high school teachers after having more than five years of past teaching experiences in cram schools. The data were collected from oral narratives, semi-structured interviews, self-reported documents, and the participants’ social media posts. Then, data were analyzed based on Carspecken’s (1996) reconstructive analysis to derive themes in addressing research questions. Drawing on Davies and Harré’s (1999) positioning theory, the result shows that the two teachers’ teaching experiences in informal contexts are behind their practices in the new formal educational contexts. The long-standing experiences in informal language teaching contexts were deep-rooted in their teaching beliefs and practices, thereby shaping who they are as language teachers. Therefore, when they shift into new teaching contexts with new positions, they need to (re)position themselves with new discursive features such as student proficiency, class-time schedule, and interaction with teacher colleagues. Given the different positionings, transformation may be inevitable in constructing new teacher identities and positionings to continue their future teaching career. With such findings, this study offers insight into the possible impacts of past language teaching experiences on the construction of teacher identities and positioning, particularly those in informal teaching contexts.
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描述 碩士
國立政治大學
英國語文學系
108551013
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108551013
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 周宣志zh_TW
dc.contributor.author (Authors) Chou, Hsuan-Chihen_US
dc.creator (作者) 周宣志zh_TW
dc.creator (作者) Chou, Hsuan-Chihen_US
dc.date (日期) 2022en_US
dc.date.accessioned 8-Feb-2023 15:20:35 (UTC+8)-
dc.date.available 8-Feb-2023 15:20:35 (UTC+8)-
dc.date.issued (上傳時間) 8-Feb-2023 15:20:35 (UTC+8)-
dc.identifier (Other Identifiers) G0108551013en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143332-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 108551013zh_TW
dc.description.abstract (摘要) 在台灣教育環境之中，非正規教學體系下的教學經驗是一個老師們普遍都有，卻尚未充分研究的議題。鑒於教師自我身份認同和定位可能隨著教學環境而轉變，此研究檢視教師在不同情境間的教學經驗。採用定位理論，此質性個案研究探討兩位台灣國中英語教師在不同情境間的自我身份定位之轉變，討論兩位教師在當了五年以上的補習班老師後轉換成國中老師的歷程。研究資料包括敘事訪談、兩階段的半結構式訪談、書面相關文件、研究參與者在網路社群中的貼文。並採用 Carspecken（1996）的重構分析方法以及編碼方式進行分析。在 Davies and Harré (1999) 定位理論為框架下，研究結果發現，當兩位教師進入新的正式教學場域時，之前的非正式場域中的教學經驗形塑了他們在新環境的自我身份認同，因為在非正式教學場域中的長期的教學經驗深深植根於他們的教學信念和實踐中。因此，當他們以既有的教師身份認同轉移到新的教學場域中時，他們配合不同環境特徵（重新）定位自己的教師身份，例如學生的課業表現、課堂時間安排以及與教師同事的互動都是和以往不同。鑑於不同的教學場域和其特徵，自我定位轉變是不可避免的，經過自我協商後兩位教師建立了新的身份和定位，以繼續他們未來的教學生涯。本研究建議注重非正規教學場域的教學經驗如何塑造早期教師身份概念。zh_TW
dc.description.abstract (摘要) In the educational context of Taiwan, language teachers’ experiences in the informal teaching contexts has become a common yet under-researched issue. Given the possibility that language teacher identities and positioning may be transformed as the individual attempts to align with the different teaching contexts, it is significant to examine teachers’ experiences across contexts. Drawing on positioning theory, this qualitative case study explores the processes of how two Taiwanese junior high school English teachers transform their positioning as high school teachers after having more than five years of past teaching experiences in cram schools. The data were collected from oral narratives, semi-structured interviews, self-reported documents, and the participants’ social media posts. Then, data were analyzed based on Carspecken’s (1996) reconstructive analysis to derive themes in addressing research questions. Drawing on Davies and Harré’s (1999) positioning theory, the result shows that the two teachers’ teaching experiences in informal contexts are behind their practices in the new formal educational contexts. The long-standing experiences in informal language teaching contexts were deep-rooted in their teaching beliefs and practices, thereby shaping who they are as language teachers. Therefore, when they shift into new teaching contexts with new positions, they need to (re)position themselves with new discursive features such as student proficiency, class-time schedule, and interaction with teacher colleagues. Given the different positionings, transformation may be inevitable in constructing new teacher identities and positionings to continue their future teaching career. With such findings, this study offers insight into the possible impacts of past language teaching experiences on the construction of teacher identities and positioning, particularly those in informal teaching contexts.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iv
CHINESE ABSTRACT vii
ABSTRACT viii
CHAPTER ONE: INTRODUCTION 1
CHAPTER TWO: LITERATURE REVIEW 4
Theoretical Framework of Positioning Theory 4
Conceptualizing Identity, Teacher Identity, and Teacher’s Transformation across Contexts 8
Formal and Informal English Teaching Contexts in Taiwan 12
CHAPTER THREE: METHODOLOGY 15
Research Design 15
Participants 15
Data Collection and Procedures 16
Autobiographical Narratives of Life Stories and Written Teaching Philosophy 17
Social Media Posts 18
Oral Narrative and Two Phases of Semi-Structured Interviews 18
Data Analysis 20
Trustworthiness 21
CHAPTER FOUR: RESULTS 23
Lexi’s Teaching Experience 23
In the Informal Teaching Context (Cram School) 23
In the Formal Teaching Context (Junior High School) 27
Chad’s Teaching Experience 33
In the Informal Teaching Context (Cram School) 33
In the Formal Teaching Context (Junior High School) 37
A Cross-sectional Interpretation of Lexi and Chad’s Transformation 47
Lexi’s Transformation 49
Chad’s Transformation 50
CHAPTER FIVE: DISCUSSION 51
ASSERTION 1. 51
ASSERTION 2. 54
CHAPTER SIX: CONCLUSION 63
Summary of the Study 63
Implications 64
Limitations and Suggestions for Future Research 65
REFERENCES 68
APPENDIX A 76
APPENDIX B 77
APPENDIX C 82
APPENDIX D 85		zh_TW
dc.format.extent 1793566 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108551013en_US
dc.subject (關鍵詞) 語言教師身份zh_TW
dc.subject (關鍵詞) 非正規教學情境zh_TW
dc.subject (關鍵詞) 正規教學情境zh_TW
dc.subject (關鍵詞) 定位理論zh_TW
dc.subject (關鍵詞) Language teacher identitiesen_US
dc.subject (關鍵詞) Informal teaching contexten_US
dc.subject (關鍵詞) Formal teaching contexten_US
dc.subject (關鍵詞) Positioning theoryen_US
dc.title (題名) 由非正規至正規教學場域下的兩位國中英語教師身份定位之轉變zh_TW
dc.title (題名) Positioning Transformation of Two Junior High School English Teachers from Informal to Formal Teaching Contextsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Avraamidou, L. (2014). Developing a reform-minded science teaching identity: The role of informal science environments. Journal of Science Teacher Education, 25(7), 823-843.
Anspal, T., Leijen, Ä., & Löfström, E. (2019). Tensions and the teacher’s role in student teacher identity development in primary and subject teacher curricula. Scandinavian Journal of Educational Research, 63(5), 679-695.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Braaten, M. (2019). Persistence of the two‐worlds pitfall: Learning to teach within and across settings. Science Education, 103(1), 61-91.
Brown, T., & McNamara, O. (2011). Becoming a mathematics teacher: Identity and identifications (Vol. 53). Springer Science & Business Media.
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700-719.
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. Routledge.
Chang, C. H. (2019). Effects of private tutoring on English performance: Evidence from senior high students in Taiwan. International Journal of Educational Development, 68, 80-87.
Chang, Y. F. (2008). Parents’ attitudes toward the English education policy in Taiwan. Asia Pacific Education Review, 9(4), 423-425.
Chen, S. C. (2010). Multilingualism in Taiwan. International Journal of the Sociology of Language, 205, 79-104.
Chern, C. L. (2002). English language teaching in Taiwan today. Asia Pacific Journal of Education, 22(2), 97-105.
Clandinin, D. J., & Connolly (2004). Knowledge, narrative and self-study. In J. Loughran, M. L. Hamilton, V. Kubler LaBosky & T. Russell (Eds.), International handbook of self-study and teacher education practices (pp. 575–600). Klewer Academic Publishers.
Clark, E. R., & Flores, B. B. (2001). Who am I? The social construction of ethnic identity and self-perceptions in Latino preservice teachers. The Urban Review, 33(2), 69-86.
Cross, R., & Gearon, M. (2007). The confluence of doing, thinking and knowing: Classroom practice as the crucible of foreign language teacher identity. In Berry, A., Clemans, A., & Kostogriz, A. (Eds.), Dimensions of professional learning (pp. 53-67). Brill Sense.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
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