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題名 從正規的教師培育訓練到非正式的教學場域： 個案研究一位線上英語教師的教師動能
Taking Formal Teacher Education to the Informal Online Teaching Context: A Study on Language Teacher Agency of an Online Teacher in Taiwan作者 施蘊珊
Shih, Yun-Shan貢獻者 招靜琪
Chao, Chin-chi
施蘊珊
Shih, Yun-Shan關鍵詞 教師動能
生態理論教師動能
質性研究
英語線上教學
敘事訪談
Language Teacher Agency
The Ecological Framework of Teacher Agency
Qualitative Study
Online English Teaching
Narrative Interview日期 2022 上傳時間 8-Feb-2023 15:33:23 (UTC+8) 摘要 在線上英語教學網站如火如荼地興起的時代，探討線上教學教師的經驗也顯得格外重要。本文以質性研究的方式探討一位受過正規英語教師教育學程的老師在經歷實習的訓練與衝擊之後，如何決定放棄於學校任教而走入非正規的、新興的英語線上教學的歷程。其中，研究重點為她是如何發揮語言教師動能（language teacher agency) 以解決過程中所面臨到的挑戰與衝突，並進一步探究此歷程能帶給即將踏入教學現場的新生代英語教師們的啟發。本文主要以四次的敘事訪談與藉由四部教學影片以進行課室觀察的方式進行資料搜集，接著以關鍵事件分析(Critical Event Analysis) 進行資料分析，釐清研究參與者的重要事件。再以 Priestley, Biesta and Robinson (2013) 之「生態理論教師動能」理論架構，剖析研究參與者Judy的過去、現在，與未來歷程，進而延伸出本文對於從正規教學場域到線上教學歷程的發現。藉由Judy的故事，可觀察到她是如何做出各項抉擇，處理處理過去與現在的衝突與矛盾，最後找到最適合自己的線上教師定位及角色。盼能藉由此分析與探討，啟發未來的新興英文教師在選擇職涯方向時，能有更多元的思考方向與選擇。此外，也希望藉由此文引起更多研究者對於台灣英語線上教學的興趣與研究。
This is a qualitative study which aims at probing into how an English teacher who graduated from a formal teacher education program and with an MA in TESOL, exerted her teacher agency to transform herself into an online English teacher that matches well her identities as a language teacher. The results of this study could provide the future novice English teachers a different path for planning their career. Collected data include four in-depth narrative interviews and four recorded videos taken as classroom observation. To analyze the data, Critical Event Analysis was first adopted. In addition, the ecological framework of teacher agency (Priestley, Biesta and Robinson, 2015) was applied as the theoretical framework to examine the participant’s language learning and teaching journey. With the framework, Judy’s stories were analyzed from three aspects: the past, the present, and the future in examining how she made her decisions throughout the journey. Judy’s stories reveal how she made informed decisions along the way, dealt with the conflicts between her past and the present, and gradually found her own path to be an online English teacher that she could continue at least in the near future. The result invites more opportunities to probe into online teaching contexts which have been springing up like mushrooms nowadays as an alternative career choice for novice English teachers.參考文獻 Amitai, A. and M. Van Houtte (2022). Being pushed out of the career: Former teachers` reasons for leaving the profession. Teaching and teacher education, 110, 103540.Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1), 1-26.Barkhuizen, G. (2016). Reflections on language teacher identity research. New York, NY:Taylor & Francis.Barnes, M. E. (2018). Conflicting conceptions of care and teaching and pre-service teacher attrition. Teaching Education, 29(2), 178-193.Gert Biesta, Mark Priestley & Sarah Robinson (2015). The role of beliefs in teacher agency. Teachers and TeachingI, 21(6), 624-640.Chang, Y.-j. (2018). Certified But Not Qualified? EFL Pre-service Teachers in Liminality. Journal of language, identity, and education, 17(1), 48-62.Chao, C-c. and Fang, J. (2020). YouTube華語教學背後的奧妙：解析開放式網路教學之教師實務理論化與身份認同建構 [Behind the Closed Door of Chinese Teaching on YouTube: A Study on Theorizing OER Practice and Constructing Teacher Identities]. 華語文教學研究 Journal of Chinese Language Teaching, 17(4), 117-137.Chao, C-c. (2022). Being a YouTuber that language learners recognize: A study on constructing language teacher identities in social media community of practice. System, 109, 102860.Coppola, N. W., S. R. Hiltz and N. G. Rotter (2002). Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks. Journal of Management Information Systems, 18(4), 169-189.Cohen, E., et al. (2013). The practicum in preservice teacher education: a review of empirical studies. Teaching education (Columbia, S.C.) 24(4), 345-380.Feryok, A. (2012). Activity Theory and Language Teacher Agency. The Modern Language Journal, 96(1), 95-107.Glazer, J. (2018). "Learning from those who no longer teach: Viewing teacher attrition through a resistance lens." Teaching and teacher education, 74, 62-71.Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(01), 105.Harasim, L. (1996). Online education. Computer networking and scholarly communication in the twenty-first-century university, 203-214.Hascher, T. and J. Waber (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational research review, 34, 100411.Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103.Kayi-Aydar, H. (2019). A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education, 18(1), 4-18.Kayi-Aydar, H., Gao, X., Miller, E., Varghese, M. & Vitanova, G. (2019). Theorizing and analyzing language teacher agency. Multilingual Matters.Ministry of Education (2021). Department of Teacher and Art Education, A List of Universities with Teacher Education Program, 描述 碩士
國立政治大學
英語教學碩士在職專班
104951005資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951005 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-chi en_US dc.contributor.author (Authors) 施蘊珊 zh_TW dc.contributor.author (Authors) Shih, Yun-Shan en_US dc.creator (作者) 施蘊珊 zh_TW dc.creator (作者) Shih, Yun-Shan en_US dc.date (日期) 2022 en_US dc.date.accessioned 8-Feb-2023 15:33:23 (UTC+8) - dc.date.available 8-Feb-2023 15:33:23 (UTC+8) - dc.date.issued (上傳時間) 8-Feb-2023 15:33:23 (UTC+8) - dc.identifier (Other Identifiers) G0104951005 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143340 - 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) 104951005 zh_TW dc.description.abstract (摘要) 在線上英語教學網站如火如荼地興起的時代，探討線上教學教師的經驗也顯得格外重要。本文以質性研究的方式探討一位受過正規英語教師教育學程的老師在經歷實習的訓練與衝擊之後，如何決定放棄於學校任教而走入非正規的、新興的英語線上教學的歷程。其中，研究重點為她是如何發揮語言教師動能（language teacher agency) 以解決過程中所面臨到的挑戰與衝突，並進一步探究此歷程能帶給即將踏入教學現場的新生代英語教師們的啟發。本文主要以四次的敘事訪談與藉由四部教學影片以進行課室觀察的方式進行資料搜集，接著以關鍵事件分析(Critical Event Analysis) 進行資料分析，釐清研究參與者的重要事件。再以 Priestley, Biesta and Robinson (2013) 之「生態理論教師動能」理論架構，剖析研究參與者Judy的過去、現在，與未來歷程，進而延伸出本文對於從正規教學場域到線上教學歷程的發現。藉由Judy的故事，可觀察到她是如何做出各項抉擇，處理處理過去與現在的衝突與矛盾，最後找到最適合自己的線上教師定位及角色。盼能藉由此分析與探討，啟發未來的新興英文教師在選擇職涯方向時，能有更多元的思考方向與選擇。此外，也希望藉由此文引起更多研究者對於台灣英語線上教學的興趣與研究。 zh_TW dc.description.abstract (摘要) This is a qualitative study which aims at probing into how an English teacher who graduated from a formal teacher education program and with an MA in TESOL, exerted her teacher agency to transform herself into an online English teacher that matches well her identities as a language teacher. The results of this study could provide the future novice English teachers a different path for planning their career. Collected data include four in-depth narrative interviews and four recorded videos taken as classroom observation. To analyze the data, Critical Event Analysis was first adopted. In addition, the ecological framework of teacher agency (Priestley, Biesta and Robinson, 2015) was applied as the theoretical framework to examine the participant’s language learning and teaching journey. With the framework, Judy’s stories were analyzed from three aspects: the past, the present, and the future in examining how she made her decisions throughout the journey. Judy’s stories reveal how she made informed decisions along the way, dealt with the conflicts between her past and the present, and gradually found her own path to be an online English teacher that she could continue at least in the near future. The result invites more opportunities to probe into online teaching contexts which have been springing up like mushrooms nowadays as an alternative career choice for novice English teachers. en_US dc.description.tableofcontents Acknowledgement iiiChinese Abstract vEnglish Abstract viList of Figures viiList of Tables viiiChapter 1. Introduction 1Chapter 2. Literature Review 3- Formal English teacher education in Taiwan 3- Community of Practice and Informal Online Language Teaching5- Teacher Agency 8Chapter 3. Methodology 13- Context and Participant 14- Data Collection 16- The First Two Narrative Interviews with Prompts 17- Class Observations 18- Stimulated Recall Semi-structured Interviews 19- Follow-up interviews with Prompt 20- Data Analysis 21- Trustworthiness 22Chapter 4. Results 23- The Past: From an aspired student teacher to leaving the formal educational system 23- The Present:Agentively negotiating with the manager for a better work environment 28- The Future:Finding ways to improve the quality of life on the same online teaching job 32Chapter 5. Discussion 34- The Iterational Dimension: Judy’s History Related to English Teaching 35- Practical-Evaluative Dimension -- Judy’s Current Work Environment 39- Projective Dimension -- Judy’s Future Prospect 43Chapter 6. Conclusion 46- Pedagogical Implications 46- Limitations 47References 49Appendix A 53Appendix B 55 zh_TW dc.format.extent 4594110 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951005 en_US dc.subject (關鍵詞) 教師動能 zh_TW dc.subject (關鍵詞) 生態理論教師動能 zh_TW dc.subject (關鍵詞) 質性研究 zh_TW dc.subject (關鍵詞) 英語線上教學 zh_TW dc.subject (關鍵詞) 敘事訪談 zh_TW dc.subject (關鍵詞) Language Teacher Agency en_US dc.subject (關鍵詞) The Ecological Framework of Teacher Agency en_US dc.subject (關鍵詞) Qualitative Study en_US dc.subject (關鍵詞) Online English Teaching en_US dc.subject (關鍵詞) Narrative Interview en_US dc.title (題名) 從正規的教師培育訓練到非正式的教學場域： 個案研究一位線上英語教師的教師動能 zh_TW dc.title (題名) Taking Formal Teacher Education to the Informal Online Teaching Context: A Study on Language Teacher Agency of an Online Teacher in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Amitai, A. and M. Van Houtte (2022). Being pushed out of the career: Former teachers` reasons for leaving the profession. Teaching and teacher education, 110, 103540.Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1), 1-26.Barkhuizen, G. (2016). Reflections on language teacher identity research. New York, NY:Taylor & Francis.Barnes, M. E. (2018). Conflicting conceptions of care and teaching and pre-service teacher attrition. Teaching Education, 29(2), 178-193.Gert Biesta, Mark Priestley & Sarah Robinson (2015). The role of beliefs in teacher agency. Teachers and TeachingI, 21(6), 624-640.Chang, Y.-j. (2018). Certified But Not Qualified? EFL Pre-service Teachers in Liminality. Journal of language, identity, and education, 17(1), 48-62.Chao, C-c. and Fang, J. (2020). YouTube華語教學背後的奧妙：解析開放式網路教學之教師實務理論化與身份認同建構 [Behind the Closed Door of Chinese Teaching on YouTube: A Study on Theorizing OER Practice and Constructing Teacher Identities]. 華語文教學研究 Journal of Chinese Language Teaching, 17(4), 117-137.Chao, C-c. (2022). Being a YouTuber that language learners recognize: A study on constructing language teacher identities in social media community of practice. System, 109, 102860.Coppola, N. W., S. R. Hiltz and N. G. Rotter (2002). Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks. Journal of Management Information Systems, 18(4), 169-189.Cohen, E., et al. (2013). The practicum in preservice teacher education: a review of empirical studies. Teaching education (Columbia, S.C.) 24(4), 345-380.Feryok, A. (2012). Activity Theory and Language Teacher Agency. The Modern Language Journal, 96(1), 95-107.Glazer, J. (2018). "Learning from those who no longer teach: Viewing teacher attrition through a resistance lens." Teaching and teacher education, 74, 62-71.Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(01), 105.Harasim, L. (1996). Online education. Computer networking and scholarly communication in the twenty-first-century university, 203-214.Hascher, T. and J. Waber (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational research review, 34, 100411.Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103.Kayi-Aydar, H. (2019). A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education, 18(1), 4-18.Kayi-Aydar, H., Gao, X., Miller, E., Varghese, M. & Vitanova, G. (2019). Theorizing and analyzing language teacher agency. Multilingual Matters.Ministry of Education (2021). Department of Teacher and Art Education, A List of Universities with Teacher Education Program, zh_TW
