1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 由語⾔學習者到語⾔教師的英雄之旅：質性個案研究
A Qualitative Case Study on an EFL Teacher’s Heroic Journey from Learning to Teaching English
作者 張鈺婷
Chang, Yu-Ting
貢獻者 招靜琪
Chao, Chin-Chi
張鈺婷
Chang, Yu-Ting
關鍵詞 英雄之旅
高中英語老師
語言教師能動性
語言教師專業發展
個案研究
教師甄選制度
hero’s journey
senior high school English teacher
language teacher agency
teacher’s professional development
qualitative case study
eacher screening system
日期 2024
上傳時間 5-Aug-2024 14:38:28 (UTC+8)
摘要 在臺灣的教育體制下，修讀教育學程畢業的師資生，畢業後往往都有一個共同的目標，考上公立學校成為一名正式老師，然而這個過程並不簡單。本研究目的主要在探討一位老師從英語學習者成為正式高中英文教師的總總輾轉歷程，包含她的語言學習經歷、教學經歷。她多次嘗試參與各地的教甄考試，一再朝自己的理想前行，有如進行一段屬於自己的英雄之旅。本個案研究主要採用兩種方法：一、敘事訪談：研究對象在訪談中闡述自己的英語學習經驗至成為老師的教學經驗。二、半結構式訪談：針對研究對象不同的階段，研究者提出問題，研究對象再進一步分享。資料分析部分採用Braun 及Clarke( 2006)的主題分析方法。研究結果發現，這名教師成為她理想中正式高中英文老師的輾轉經歷當以Joseph Campbell(1949) 英雄之旅的概念，採階段性地方式呈現時發現，旅程當中的實踐社群及教師能動性(agency) 扮演了關鍵角色。最後，根據研究分析結果提供師資教學建議、教師甄選制度的反思以及未來研究的方向。
Achieving the goal of becoming a formal teacher in a public school is a common aspiration among graduates of teacher education programs in Taiwan. However, the process to achieve this goal is often challenging. In this regard, a case study was conducted to explore the journey of a teacher who transitioned from being a language learner to a formal high school English teacher, including her English learning experience, teaching experience, and her struggles through multiple teacher screening examinations. The study utilized two data collection methods: 1) narrative interviews, in which the participant shared her English learning and teaching experiences, and 2) semi-structured interviews, in which the researcher asked questions related to different stages of the participant's journey. Data analysis was conducted using Braun and Clarke's (2006) thematic analysis method. The study discovered that the participant's journey to becoming a formal senior high school English teacher of her dream can be framed in the stages originated by Joseph Campbell's (1949) concept of “The Hero's Journey”, with the community of practice(CoP) and teacher agency playing crucial roles. Based on the results of the analysis, the study provided pedagogical suggestions for teacher educators, a review of the teacher selection system, and some follow-up research directions.
參考文獻 Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education (Online), 40(8), 99-114. Bailey, P. H., & Tilley, S. (2002). Storytelling and the interpretation of meaning in qualitative research. Journal of advanced nursing, 38(6), 574-583. Bancks, T. (2003). Beyond The Hero's Journey:'Joseph (Campbell) is my Yoda'. Australian Screen Education Online(33), 32-34. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL quarterly, 36(2), 207-213. Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Learning lives: Learning, identity, and agency in the life course. Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Campbell, J. (1991). The Power of Myth: New York: Anchor. In: Doubleday Paperback. Campbell, J. (2008). The hero with a thousand faces (Vol. 17). New World Library. Campbell, J. (n.d). AZQuotes. Retrieved March 12, 2023 from https://www.azquotes.com/quote/816094 Chao, C.-c. (2018). Towards a Cross-Generational Understanding of EFL Learner Agency: A Multiple Case Study on Learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Emirbayer, M., & Mische, A. (1998). What is agency? American journal of sociology, 103(4), 962-1023. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational research review, 10, 45-65. Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press. Howard, S. J., Johnson, B., & Brown, E. (2021). Teacher wellbeing: A review of the literature. Australian Journal of Education, 65(2), 160–174. Hsu-Wei, S. (2006). The study of school teacher recruitment in Taiwan. Journal of National Pingtung University Education, 25(9), 1-38. Huitt, W. (2011). Self and self-views. Educational psychology interactive, 20(1), 80-100. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103. Kumar, N. S., & Dinakaran, M. (2019). Semantic Based Entity Retrieval and Disambiguation System for Twitter Streams. Knowledge Management & E-Learning, 11(2), 262-280. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. Mai, T. M., Nguyen, L. T., Tran, T. L., & Le, T. V. (2020). EFL teachers’ Facebook groups as online communities of practice: Toward configurations for engagement and sustainability. call-ej, 21(3), 140-158. Ministry of Education. (2019). Teachers' Act. Retrieved from https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=H0020040 Ministry of Education. (2019). Yearbook of teacher education statistics. the Republic of China Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management Administration & Leadership, 31(4), 437-448. Myers, S. (2018). Dan Harmon, The Hero’s Journey, and the Circle Theory of Story. Scott Myers. Retrieved from scottdistillery. medium. com/dan-harmon-the-herosjourney-and-the-circle-theory-of-story-b64bb77d6976. Access, 9, 2019. Paiva, V, L, M, D, & O. (2008). Narrative research: an introduction. Revista Brasileira de Linguística Aplicada, 8, 261-266. Parveen, F., Jaafar, N. I., & Ainin, S. (2015). Social media usage and organizational performance: Reflections of Malaysian social media managers. Telematics and informatics, 32(1), 67-78. Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher education, 67, 351-360. Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. Reinventing the curriculum: New trends in curriculum policy and practice, 1, 187-206. Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191-214. Singh, T. P., & Dr.RatnaSinha. (2017). The impact of social media on business growth and performance in India. International Journal of Research in Management & Business Studies, 4(Slp. 1), 36-41. Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online learning, 21(1), 209-237. Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching, 21(6), 641-659. Trotter, R. J. (1986). The mystery of mastery. Psychology Today, 20(7), 32-&. Viskovic, A. (2006). Becoming a tertiary teacher: learning in communities of practice. Higher Education Research & Development, 25(4), 323-339. Vogler, C. (2007). The Writer's journey. Michael Wiese Productions Studio City, CA. Wang, C. C., & Geale, S. K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International journal of nursing sciences, 2(2), 195-198. Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. In: Rapport. Wragg, T. (2011). An introduction to classroom observation (Classic edition). Routledge. Yildirim, R. (2008). Adopting communities of practice as a framework for teacher development. In C. Kimble, P. Hildreth,& I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators (Vol. 2, pp.233-307). Charlotte, NC: Information Age.
描述 碩士
國立政治大學
英語教學碩士在職專班
108951006
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108951006
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 張鈺婷zh_TW
dc.contributor.author (Authors) Chang, Yu-Tingen_US
dc.creator (作者) 張鈺婷zh_TW
dc.creator (作者) Chang, Yu-Tingen_US
dc.date (日期) 2024en_US
dc.date.accessioned 5-Aug-2024 14:38:28 (UTC+8)-
dc.date.available 5-Aug-2024 14:38:28 (UTC+8)-
dc.date.issued (上傳時間) 5-Aug-2024 14:38:28 (UTC+8)-
dc.identifier (Other Identifiers) G0108951006en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152888-
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) 108951006zh_TW
dc.description.abstract (摘要) 在臺灣的教育體制下，修讀教育學程畢業的師資生，畢業後往往都有一個共同的目標，考上公立學校成為一名正式老師，然而這個過程並不簡單。本研究目的主要在探討一位老師從英語學習者成為正式高中英文教師的總總輾轉歷程，包含她的語言學習經歷、教學經歷。她多次嘗試參與各地的教甄考試，一再朝自己的理想前行，有如進行一段屬於自己的英雄之旅。本個案研究主要採用兩種方法：一、敘事訪談：研究對象在訪談中闡述自己的英語學習經驗至成為老師的教學經驗。二、半結構式訪談：針對研究對象不同的階段，研究者提出問題，研究對象再進一步分享。資料分析部分採用Braun 及Clarke( 2006)的主題分析方法。研究結果發現，這名教師成為她理想中正式高中英文老師的輾轉經歷當以Joseph Campbell(1949) 英雄之旅的概念，採階段性地方式呈現時發現，旅程當中的實踐社群及教師能動性(agency) 扮演了關鍵角色。最後，根據研究分析結果提供師資教學建議、教師甄選制度的反思以及未來研究的方向。zh_TW
dc.description.abstract (摘要) Achieving the goal of becoming a formal teacher in a public school is a common aspiration among graduates of teacher education programs in Taiwan. However, the process to achieve this goal is often challenging. In this regard, a case study was conducted to explore the journey of a teacher who transitioned from being a language learner to a formal high school English teacher, including her English learning experience, teaching experience, and her struggles through multiple teacher screening examinations. The study utilized two data collection methods: 1) narrative interviews, in which the participant shared her English learning and teaching experiences, and 2) semi-structured interviews, in which the researcher asked questions related to different stages of the participant's journey. Data analysis was conducted using Braun and Clarke's (2006) thematic analysis method. The study discovered that the participant's journey to becoming a formal senior high school English teacher of her dream can be framed in the stages originated by Joseph Campbell's (1949) concept of “The Hero's Journey”, with the community of practice(CoP) and teacher agency playing crucial roles. Based on the results of the analysis, the study provided pedagogical suggestions for teacher educators, a review of the teacher selection system, and some follow-up research directions.en_US
dc.description.tableofcontents 碩士論文摘要 vii ABSTRACT ix INTRODUCTION 1 LITERATURE REVIEW 3 English Teacher Screening System in Taiwan 3 Community of Practice (CoP) 7 The Hero’s Journey 11 Teacher Agency 17 METHODOLOGY 21 Context and Participant 21 Data Collection 22 Narratives 22 First Interview 23 Second Interview 24 Third Interview 24 Class Observations 25 Social Media Activities 26 Data Analysis 27 FINDINGS 29 Ordinary World 30 Call to Adventure 33 Refusal of the Call 35 Meeting the Mentor 37 Crossing the First Threshold 38 Tests, Allies, Enemies 41 Approach to the Inmost Cave 41 Ordeal 47 Reward 49 The Road Back 50 Resurrection and Return with the Elixir 53 DISCUSSION 55 Research Question 1 55 Research Question 2 64 CONCLUSION 71 Summary of the Study 71 Pedagogical Implications 72
 Policy Implications 74 Limitations and Suggestions 74 Conclusion 76 REFERENCES 79 APPENDIX 85 GLOSSARY 93zh_TW
dc.format.extent 1019852 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108951006en_US
dc.subject (關鍵詞) 英雄之旅zh_TW
dc.subject (關鍵詞) 高中英語老師zh_TW
dc.subject (關鍵詞) 語言教師能動性zh_TW
dc.subject (關鍵詞) 語言教師專業發展zh_TW
dc.subject (關鍵詞) 個案研究zh_TW
dc.subject (關鍵詞) 教師甄選制度zh_TW
dc.subject (關鍵詞) hero’s journeyen_US
dc.subject (關鍵詞) senior high school English teacheren_US
dc.subject (關鍵詞) language teacher agencyen_US
dc.subject (關鍵詞) teacher’s professional developmenten_US
dc.subject (關鍵詞) qualitative case studyen_US
dc.subject (關鍵詞) eacher screening systemen_US
dc.title (題名) 由語⾔學習者到語⾔教師的英雄之旅：質性個案研究zh_TW
dc.title (題名) A Qualitative Case Study on an EFL Teacher’s Heroic Journey from Learning to Teaching Englishen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education (Online), 40(8), 99-114. Bailey, P. H., & Tilley, S. (2002). Storytelling and the interpretation of meaning in qualitative research. Journal of advanced nursing, 38(6), 574-583. Bancks, T. (2003). Beyond The Hero's Journey:'Joseph (Campbell) is my Yoda'. Australian Screen Education Online(33), 32-34. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL quarterly, 36(2), 207-213. Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Learning lives: Learning, identity, and agency in the life course. Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132-149. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Campbell, J. (1991). The Power of Myth: New York: Anchor. In: Doubleday Paperback. Campbell, J. (2008). The hero with a thousand faces (Vol. 17). New World Library. Campbell, J. (n.d). AZQuotes. Retrieved March 12, 2023 from https://www.azquotes.com/quote/816094 Chao, C.-c. (2018). Towards a Cross-Generational Understanding of EFL Learner Agency: A Multiple Case Study on Learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Emirbayer, M., & Mische, A. (1998). What is agency? American journal of sociology, 103(4), 962-1023. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational research review, 10, 45-65. Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press. Howard, S. J., Johnson, B., & Brown, E. (2021). Teacher wellbeing: A review of the literature. Australian Journal of Education, 65(2), 160–174. Hsu-Wei, S. (2006). The study of school teacher recruitment in Taiwan. Journal of National Pingtung University Education, 25(9), 1-38. Huitt, W. (2011). Self and self-views. Educational psychology interactive, 20(1), 80-100. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103. Kumar, N. S., & Dinakaran, M. (2019). Semantic Based Entity Retrieval and Disambiguation System for Twitter Streams. Knowledge Management & E-Learning, 11(2), 262-280. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916. Mai, T. M., Nguyen, L. T., Tran, T. L., & Le, T. V. (2020). EFL teachers’ Facebook groups as online communities of practice: Toward configurations for engagement and sustainability. call-ej, 21(3), 140-158. Ministry of Education. (2019). Teachers' Act. Retrieved from https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=H0020040 Ministry of Education. (2019). Yearbook of teacher education statistics. the Republic of China Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management Administration & Leadership, 31(4), 437-448. Myers, S. (2018). Dan Harmon, The Hero’s Journey, and the Circle Theory of Story. Scott Myers. Retrieved from scottdistillery. medium. com/dan-harmon-the-herosjourney-and-the-circle-theory-of-story-b64bb77d6976. Access, 9, 2019. Paiva, V, L, M, D, & O. (2008). Narrative research: an introduction. Revista Brasileira de Linguística Aplicada, 8, 261-266. Parveen, F., Jaafar, N. I., & Ainin, S. (2015). Social media usage and organizational performance: Reflections of Malaysian social media managers. Telematics and informatics, 32(1), 67-78. Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher education, 67, 351-360. Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. Reinventing the curriculum: New trends in curriculum policy and practice, 1, 187-206. Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42(2), 191-214. Singh, T. P., & Dr.RatnaSinha. (2017). The impact of social media on business growth and performance in India. International Journal of Research in Management & Business Studies, 4(Slp. 1), 36-41. Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online learning, 21(1), 209-237. Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching, 21(6), 641-659. Trotter, R. J. (1986). The mystery of mastery. Psychology Today, 20(7), 32-&. Viskovic, A. (2006). Becoming a tertiary teacher: learning in communities of practice. Higher Education Research & Development, 25(4), 323-339. Vogler, C. (2007). The Writer's journey. Michael Wiese Productions Studio City, CA. Wang, C. C., & Geale, S. K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International journal of nursing sciences, 2(2), 195-198. Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. In: Rapport. Wragg, T. (2011). An introduction to classroom observation (Classic edition). Routledge. Yildirim, R. (2008). Adopting communities of practice as a framework for teacher development. In C. Kimble, P. Hildreth,& I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators (Vol. 2, pp.233-307). Charlotte, NC: Information Age.zh_TW