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題名 臺北市經雙語政策導入之外籍教學人員協作教學與工作調適探究
Collaborative Teaching and Work Adjustment of Foreign Instructors in Taipei after the Adoption of the Bilingual Policy作者 李重毅
LEE, Chung-Yi貢獻者 陳榮政
CHEN, Robin Jung-Cheng
李重毅
LEE, Chung-Yi關鍵詞 雙語教育
雙語協作教學
外籍教學人員
工作調適理論
bilingual education
bilingual collaborative teaching
foreign instructor
Theory of Work Adjustment日期 2024 上傳時間 4-九月-2024 14:20:33 (UTC+8) 摘要 本研究旨在探討臺北市經雙語政策導入外籍教學人員後，與本地教師的協作模式，並引入工作調適理論分析外籍教學人員的適應情況，最終描繪引進管道與學校提供的支持。本研究以半結構式之訪談大綱作為研究工具實施深度訪談，總共訪談10位本地教師以及10位外籍教學人員，並使用ATLAS.ti 24.1.1版進行質性分析。本研究發現課堂內的協作模式可以整合程度分野並提出四種協作模式，包含（一）獨自教學模式；（二）裝飾擺設模式；（三）分割教學模式；（四）互動教學模式。課堂內外的協作均受學科專業、雙語化、協作意願、語言能力、學校方針及業務負擔影響。工作調適的面相中，文化衝突主要集中在溝通與文化認同議題上，工作價值方面，外籍教學人員則希望能承擔更多教學責任，並多採取反應調適策略。雖多數外籍教學人員能滿足學校要求，但穩定任職仍具挑戰。最後，外籍教學人員任職的學校與引進其之單位對協作教學相關業務多有支持，但引進管道在資訊提供、工作坊辦理、篩選與品質管理機制上仍需透過標準統一創造更好的實施效果。本研究之建議包括建立雙語協同教學指導手冊為協作教學的多模態提供指引；透過增進本地教師的文化知識與視野促進協作教學雙方的溝通與調適；建立引進單位品質管理的統一規準和回饋機制，讓其能提供標準一致的服務。
This study investigates the collaborative teaching models between foreign instructors and local teachers in Taipei after the adoption of the Bilingual Policy, applying the Theory of Work Adjustment to analyze foreign instructors' adaptation in the working environment. Using semi-structured interviews, the study engaged 10 local teachers and 10 foreign instructors, with qualitative analysis conducted via ATLAS.ti 24.1.1. There are four collaborative teaching models: single-handed, decorative, segmented, and interactive. Factors influencing collaboration include subject expertise, bilingualism, willingness to collaborate, language proficiency, school policies, and workloads. From the analysis of the Theory of Work Adjustment, cultural conflicts mainly involve communication and cultural identity; apart from that, foreign instructors often have a desire for more teaching responsibilities, but most of them adopt reactive adjustment strategies. As for school requirements, though foreign instructors usually are able to meet the needs, their stability of retainment remains challenging. Schools and recruitment units provide support to the collaborative teaching between foreign instructors and local teachers, but need standardized procedures for better implementation. 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國立政治大學
教育學系
110152005資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110152005 資料類型 thesis dc.contributor.advisor 陳榮政 zh_TW dc.contributor.advisor CHEN, Robin Jung-Cheng en_US dc.contributor.author (作者) 李重毅 zh_TW dc.contributor.author (作者) LEE, Chung-Yi en_US dc.creator (作者) 李重毅 zh_TW dc.creator (作者) LEE, Chung-Yi en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-九月-2024 14:20:33 (UTC+8) - dc.date.available 4-九月-2024 14:20:33 (UTC+8) - dc.date.issued (上傳時間) 4-九月-2024 14:20:33 (UTC+8) - dc.identifier (其他 識別碼) G0110152005 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153217 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 110152005 zh_TW dc.description.abstract (摘要) 本研究旨在探討臺北市經雙語政策導入外籍教學人員後，與本地教師的協作模式，並引入工作調適理論分析外籍教學人員的適應情況，最終描繪引進管道與學校提供的支持。本研究以半結構式之訪談大綱作為研究工具實施深度訪談，總共訪談10位本地教師以及10位外籍教學人員，並使用ATLAS.ti 24.1.1版進行質性分析。本研究發現課堂內的協作模式可以整合程度分野並提出四種協作模式，包含（一）獨自教學模式；（二）裝飾擺設模式；（三）分割教學模式；（四）互動教學模式。課堂內外的協作均受學科專業、雙語化、協作意願、語言能力、學校方針及業務負擔影響。工作調適的面相中，文化衝突主要集中在溝通與文化認同議題上，工作價值方面，外籍教學人員則希望能承擔更多教學責任，並多採取反應調適策略。雖多數外籍教學人員能滿足學校要求，但穩定任職仍具挑戰。最後，外籍教學人員任職的學校與引進其之單位對協作教學相關業務多有支持，但引進管道在資訊提供、工作坊辦理、篩選與品質管理機制上仍需透過標準統一創造更好的實施效果。本研究之建議包括建立雙語協同教學指導手冊為協作教學的多模態提供指引；透過增進本地教師的文化知識與視野促進協作教學雙方的溝通與調適；建立引進單位品質管理的統一規準和回饋機制，讓其能提供標準一致的服務。 zh_TW dc.description.abstract (摘要) This study investigates the collaborative teaching models between foreign instructors and local teachers in Taipei after the adoption of the Bilingual Policy, applying the Theory of Work Adjustment to analyze foreign instructors' adaptation in the working environment. Using semi-structured interviews, the study engaged 10 local teachers and 10 foreign instructors, with qualitative analysis conducted via ATLAS.ti 24.1.1. There are four collaborative teaching models: single-handed, decorative, segmented, and interactive. Factors influencing collaboration include subject expertise, bilingualism, willingness to collaborate, language proficiency, school policies, and workloads. From the analysis of the Theory of Work Adjustment, cultural conflicts mainly involve communication and cultural identity; apart from that, foreign instructors often have a desire for more teaching responsibilities, but most of them adopt reactive adjustment strategies. As for school requirements, though foreign instructors usually are able to meet the needs, their stability of retainment remains challenging. Schools and recruitment units provide support to the collaborative teaching between foreign instructors and local teachers, but need standardized procedures for better implementation. Recommendations include developing bilingual teaching manuals, enhancing local teachers' cultural knowledge, and establishing uniform quality standards and feedback mechanisms for recruitment units. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 5 第三節 名詞釋義 6 第四節 研究方法與步驟 9 第五節 研究範圍與限制 12 第二章 文獻探討 15 第一節 外籍教學人員發展脈絡與分析 15 第二節 工作調適理論的探討與分析 30 第三節 教師協作教學模型的應用與分析 46 第四節 小結 57 第三章 研究設計與實施 59 第一節 研究架構 59 第二節 研究對象 59 第三節 研究工具 62 第四節 實施程序 63 第五節 資料處理與分析 64 第六節 研究信實度 65 第七節 研究倫理 67 第四章 研究發現與討論 69 第一節 臺北市外籍教學人員與本地教師的協作教學模式 70 第二節 外籍教學人員需在文化衝突、工作價值與學校期待調適 96 第三節 多元管道的外籍教學人員是機會也是挑戰 121 第四節 綜合討論 136 第五章 研究結論與建議 139 第一節 研究結論 139 第二節 研究建議 143 參考文獻 149 附件 163 附件一 英文訪談大綱 163 附件二 中文訪談大綱 164 附件三 英文研究參與者知情同意書 165 附件四 中文研究參與者知情同意書 168 附件五 外籍教學人員招募資格比較表 170 附件六 研究發現與討論架構表 172 zh_TW dc.format.extent 4519079 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110152005 en_US dc.subject (關鍵詞) 雙語教育 zh_TW dc.subject (關鍵詞) 雙語協作教學 zh_TW 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幸福臺北【白皮書】。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMC8xMTc5ODYvNzg3ZjRhMDEtZTUzMy00ZmY1LTllZmYtOWRhYmMyZjkxNDlmLnBkZg%3d%3d&n=MTExNumbmeiqnuaVmeiCsiDlubjnpo%2foh7rljJct57ay56uZ54mILeW3suWjk%2be4ri5wZGY%3d&icon=..pdf 臺北市教育局（2022b年1月5日）。教育局事後新聞稿1110103啟動雙語2.0，師資、教學、國際交流三管齊下，北市教育局與中華語文教育基金會簽訂合作備忘錄【新聞稿】。臺北市教育局。https://www.doe.gov.taipei/News_Content.aspx?n=B3DDF0458F0FFC11&sms=72544237BBE4C5F6&s=0AA5D9F74950AE3F 臺北市教育局（2023a年12月18日）。臺北市公立國中小實施雙語教育比例六都第一，持續穩健推動，並結合國際教育，提供雙語友善聽說情境【新聞稿】。臺北市教育局。https://www.gov.taipei/News_Content.aspx?n=F0DDAF49B89E9413&s=7027FC0F7DB5AA95 臺北市教育局（2023b）。臺北市113學年度公立國民中小學雙語教育學校名單。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMTAxNzMvOTA5MTAwOC9kZTU1NjQwYy0zYjM2LTQwNmQtODc5Yi1iZGY0MzQzMTlkMDYucGRm&n=6Ie65YyX5biCMTEz5a245bm05bqm5YWs56uL5ZyL5rCR5Lit5bCP5a246ZuZ6Kqe5pWZ6IKy5a245qCh5ZCN5ZauLnBkZg%3d%3d&icon=..pdf 臺北市教育局（2023c）。臺北市教育政策白皮書—向世界學習 開創教育新格局 2024-2027【白皮書】。臺北市教育局。https://www-ws.gov.taipei/Download.ashx?u=LzAwMS9VcGxvYWQvMzQyL3JlbGZpbGUvMzY5NjcvODQ1MjExMi9lYmVmNzI3ZS01Nzk1LTQzOGYtYTVjOS0yMmM3YTZlNjZjZjgucGRm&n=5a6a5qGILeiHuuWMl%2bW4guaVmeiCsuaUv%2betlueZveearuabuC5wZGY%3d&icon=..pdf 臺北市教育局（2024）。臺北市公立國民中小學雙語教育實施計畫【計畫書】。臺北市教育局。 學術交流基金會（n.d.）。關於我們。於2024年1月21日取自https://www.fulbright.org.tw/zh-hant/about/ 諶亦聰（2021）。臺北市推動雙語實驗課程之歷程反思與展望。教育研究與實踐學刊，68（1），35-45。https://doi.org/10.6701/JEPR.202106_68(1).0005 英文部分 Alamri, B. 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