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題名 中師與外籍教學助理的英語協同教學：一間偏鄉國小學校之專業實務報告
The co-teaching experience of a local Taiwanese teacher and a native English-speaking teaching assistant: A professional practical report at a rural elementary school作者 徐慧萱
Hsu, Hui-Hsuan貢獻者 招靜琪
Chao, Chin-chi
徐慧萱
Hsu, Hui-Hsuan關鍵詞 協同教學
中師與外籍教學助理
反省實踐
Co-teaching
Local English Teacher and English Teaching Assistant
Reflective practice日期 2024 上傳時間 2-May-2024 10:28:47 (UTC+8) 摘要 協同教學最近幾年，被認為可以透過不同專業的老師提供有效的學習，然而，較少研究著重在中外師在同一班級的協同教學過程。本文聚焦在2022-2023那一年在一所偏鄉小學實施的傅爾布萊特計畫中師以及外籍教學助理的協同教學互動。資料蒐集來自協同教師的反省回顧。透過兩位老師的教學反思，重要事件呈現老師間如何協同以及合作。此專業實務報告發現（1）中師以及外籍教學助理因為一開始不清楚的、尚未經過協商討論的協同教師身分定位，而產生兩位老師各自存在不同的期待及認知，因此也面臨較多困難以及底層思考衝突。（2）根據學生在課堂的反應，兩位老師不斷的調整教學方式，也互相協調理解中外不同的教學環境有不同的現實面，最後慢慢建立默契和達到協同教學的核心。
Co-teaching, in which teachers with different expertise provide students with multiple learning experiences, has been popular in many Taiwanese elementary schools in recent years. However, there is little focus on the process of how a native speaker teacher and a non-native teacher cooperate in teaching the same class. This report looks into the interaction between the two co-teachers at a rural elementary under a co-teaching Fulbright program in 2022-2023. The data was collected from the reflective dialogues between co-teachers. Through the co-reflections, the critical events are illustrated to present the process of how co-teachers worked with each other. Two themes have been revealed in this report: (1) the tensions between co-teachers, including how the two co-teachers overcame the difficulties with different expectations, and the problem of unclear roles, and (2) the changes and compromises both teachers made during the process of cooperation according to students’ reactions.參考文獻 Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34(3), 341-351. Carless, D., & Walker, E. (2006). Effective Team Teaching between Local and native-speaking English Teachers. Language and Education, 20(6), 463-477. Chen, C. W.-y., & Cheng, Y.-s. (2010). A case study on foreign English teachers’ challenges in Taiwanese elementary schools. System, 38(1), 41-49. Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking on the educative process. Boston, MA: DC Heath and Company. Farrell, T. S. C. (2012). Reflecting on Reflective Practice: (Re)Visiting Dewey and Schön. TESOL Journal, 3(1), 7-16. Francis, D. (1997). Critical Incident Analysis: a strategy for developing reflective practice. Teachers and Teaching, 3(2), 169-188. Honigsfeld, A., & Dove, M. (2010). Collaboration and Co-Teaching: Strategies for English Learners Luo, W.-H. (2013). A Study of discourse in relation to language learning in English classes co-taught by native English-speaking teachers and local teachers in Taiwan. English language teaching, 6(7), 96-109. Luo, W.-H. (2014). An Inquiry into a Collaborative Model of Teaching English by Native English-Speaking Teachers and Local Teachers. The Asia-Pacific Education Researcher, 23(3), 735-743. Monteblanco, A. D. (2020). Power Dynamics, Common Pitfalls, and Successful Strategies Associated with Co-Teaching. College Teaching, 69(2), 63-68. Nix, J.-M. L. (2021). Co-teachers’ perceptions of collaborative EFL teaching: a case study in Taiwan. Asia Pacific Education Review, 22(4), 595-608. Park, J.-E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44(1), 34-44. Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12. Priya, A. (2021). Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110. Rao, Z., & Chen, H. (2020). Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 41(4), 333-347. Rao, Z., & Yu, H. (2021). Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context. Language Teaching Research : LTR, 25(5), 778-797. Schön, D. (1983). The reflective practitioner. London, UK: Temple Smith. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass. Su, W. (2022). Two Heads Better than One? Exploring the Co-teaching of Intercultural Competence by NES and NNS Teachers. The Asia-Pacific Education Researcher, 31(3), 297-306. Webster, L., & Mertova, P. (2007). Using Narrative Inquiry As a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching (1st ed.). Routledge. Woods, P. (1993). Critical Events in Education. British Journal of Sociology of Education, 14(4), 355–371. York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2005). Reflective practice to improve schools: An action guide for educators. Corwin Press. 描述 碩士
國立政治大學
英語教學碩士在職專班
110951012資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951012 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) 徐慧萱 zh_TW dc.contributor.author (Authors) Hsu, Hui-Hsuan en_US dc.creator (作者) 徐慧萱 zh_TW dc.creator (作者) Hsu, Hui-Hsuan en_US dc.date (日期) 2024 en_US dc.date.accessioned 2-May-2024 10:28:47 (UTC+8) - dc.date.available 2-May-2024 10:28:47 (UTC+8) - dc.date.issued (上傳時間) 2-May-2024 10:28:47 (UTC+8) - dc.identifier (Other Identifiers) G0110951012 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/151085 - 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) 110951012 zh_TW dc.description.abstract (摘要) 協同教學最近幾年，被認為可以透過不同專業的老師提供有效的學習，然而，較少研究著重在中外師在同一班級的協同教學過程。本文聚焦在2022-2023那一年在一所偏鄉小學實施的傅爾布萊特計畫中師以及外籍教學助理的協同教學互動。資料蒐集來自協同教師的反省回顧。透過兩位老師的教學反思，重要事件呈現老師間如何協同以及合作。此專業實務報告發現（1）中師以及外籍教學助理因為一開始不清楚的、尚未經過協商討論的協同教師身分定位，而產生兩位老師各自存在不同的期待及認知，因此也面臨較多困難以及底層思考衝突。（2）根據學生在課堂的反應，兩位老師不斷的調整教學方式，也互相協調理解中外不同的教學環境有不同的現實面，最後慢慢建立默契和達到協同教學的核心。 zh_TW dc.description.abstract (摘要) Co-teaching, in which teachers with different expertise provide students with multiple learning experiences, has been popular in many Taiwanese elementary schools in recent years. However, there is little focus on the process of how a native speaker teacher and a non-native teacher cooperate in teaching the same class. This report looks into the interaction between the two co-teachers at a rural elementary under a co-teaching Fulbright program in 2022-2023. The data was collected from the reflective dialogues between co-teachers. Through the co-reflections, the critical events are illustrated to present the process of how co-teachers worked with each other. Two themes have been revealed in this report: (1) the tensions between co-teachers, including how the two co-teachers overcame the difficulties with different expectations, and the problem of unclear roles, and (2) the changes and compromises both teachers made during the process of cooperation according to students’ reactions. en_US dc.description.tableofcontents ACKNOWLEDGEMENTS iv 國立政治大學英國語文學系英語教學碩士在職專班 v 碩士技術報告提要 v ABSTRACT vi TABLE OF CONTENTS vii CHAPTER 1 INTRODUCTION 1 Background and motivation of this project 1 Purpose of the project 3 Guiding questions 3 CHAPTER 2 LITERATURE REVIEW 5 Co-teaching 5 Reflective practice 8 Critical event analysis 8 CHAPTER 3 METHODOLOGY 11 Context 11 Participants 15 Project design 16 Data collection 17 Data analysis 19 Project timeline 20 CHAPTER 4 FINDINGS 21 I. Ten critical events 21 Episode 0: Uncertainty and concerns before teaching together (August-September, 2022) 21 Episode 1: Different worries during the first month of co-teaching (October-November, 2022) 23 Episode 2: Searching for a clear routine for co-teaching (December, 2022 -January, 2023) 25 Episode 3: Gradually building a partnership with each other (February-March, 2023) 29 Episode 4: Preparation for the open observation by the Fulbright program (April, 2023) 32 Episode 5: Incorporating different teaching philosophies during co-teaching (May-June, 2023) 34 Teacher co-reflection after the co-teaching (July, 2023) 37 II. The dynamics between the two teachers 42 CHAPTER 5 DISCUSSION 45 Theme 1: The tensions between co-teachers were found in the distinct expectations, concerns and interpretations of students’ reactions. 45 Theme 2: The changes and compromises during co-teaching include mutual respect, changing the unequal roles and providing demonstrations. 47 The teacher researcher’s final reflection 49 CHAPTER 6 CONCLUSION 53 Summary of the project 53 Pedagogical implications 53 Limitations and suggestions for future studies 54 REFERENCES 56 APPENDIX 60 Appendix A: Sample lesson plan 60 Appendix B: Teaching log example 64 zh_TW dc.format.extent 742416 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951012 en_US dc.subject (關鍵詞) 協同教學 zh_TW dc.subject (關鍵詞) 中師與外籍教學助理 zh_TW dc.subject (關鍵詞) 反省實踐 zh_TW dc.subject (關鍵詞) Co-teaching en_US dc.subject (關鍵詞) Local English Teacher and English Teaching Assistant en_US dc.subject (關鍵詞) Reflective practice en_US dc.title (題名) 中師與外籍教學助理的英語協同教學：一間偏鄉國小學校之專業實務報告 zh_TW dc.title (題名) The co-teaching experience of a local Taiwanese teacher and a native English-speaking teaching assistant: A professional practical report at a rural elementary school en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34(3), 341-351. Carless, D., & Walker, E. (2006). Effective Team Teaching between Local and native-speaking English Teachers. Language and Education, 20(6), 463-477. Chen, C. W.-y., & Cheng, Y.-s. (2010). A case study on foreign English teachers’ challenges in Taiwanese elementary schools. System, 38(1), 41-49. Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking on the educative process. Boston, MA: DC Heath and Company. Farrell, T. S. C. (2012). Reflecting on Reflective Practice: (Re)Visiting Dewey and Schön. TESOL Journal, 3(1), 7-16. Francis, D. (1997). Critical Incident Analysis: a strategy for developing reflective practice. Teachers and Teaching, 3(2), 169-188. Honigsfeld, A., & Dove, M. (2010). Collaboration and Co-Teaching: Strategies for English Learners Luo, W.-H. (2013). A Study of discourse in relation to language learning in English classes co-taught by native English-speaking teachers and local teachers in Taiwan. English language teaching, 6(7), 96-109. Luo, W.-H. (2014). An Inquiry into a Collaborative Model of Teaching English by Native English-Speaking Teachers and Local Teachers. The Asia-Pacific Education Researcher, 23(3), 735-743. Monteblanco, A. D. (2020). Power Dynamics, Common Pitfalls, and Successful Strategies Associated with Co-Teaching. College Teaching, 69(2), 63-68. Nix, J.-M. L. (2021). Co-teachers’ perceptions of collaborative EFL teaching: a case study in Taiwan. Asia Pacific Education Review, 22(4), 595-608. Park, J.-E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44(1), 34-44. Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12. Priya, A. (2021). Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110. Rao, Z., & Chen, H. (2020). Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 41(4), 333-347. Rao, Z., & Yu, H. (2021). Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context. Language Teaching Research : LTR, 25(5), 778-797. Schön, D. (1983). The reflective practitioner. London, UK: Temple Smith. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass. Su, W. (2022). Two Heads Better than One? Exploring the Co-teaching of Intercultural Competence by NES and NNS Teachers. The Asia-Pacific Education Researcher, 31(3), 297-306. Webster, L., & Mertova, P. (2007). Using Narrative Inquiry As a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching (1st ed.). Routledge. Woods, P. (1993). Critical Events in Education. British Journal of Sociology of Education, 14(4), 355–371. York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2005). Reflective practice to improve schools: An action guide for educators. Corwin Press. zh_TW
