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題名 教師專業知識及其課堂教學之研究：以三位台灣地區國小英語教師為例
A Case study on three Taiwanese elementary school english teachers’ professional knowledge and its influence on their classroom practices
作者 黃佩萱
Huang, Pei Hsuan
貢獻者 招靜琪
黃佩萱
Huang, Pei Hsuan
關鍵詞 國小英語教師
教師專業知識
課堂教學
elementary school English teacher
teacher’s knowledge
classroom practice
日期 2007
上傳時間 17-Sep-2009 16:35:14 (UTC+8)
摘要 本研究旨在探討三位國小英語教師的專業知識及其課堂教學，並分析影響其知識及教學的因素。透過個案研究的方式，本研究呈現了國小英語教師的課堂教學，其中探討了其教學如何受教學專業知識的影響並探索了形成教學專業知識的來源。
     本研究採取質性的研究方法，研究過程採取訪談，教學觀察，文件分析等主要資料蒐集來源，為期約兩個月。資料的涵蓋層面包括：(1)班級經營 (2) 課程教學 (3) 形成知識的來源。經由這些資料，本研究討論了三位教師專業知識的異同：(1) 各個教師對自己的教學觀點如何 (2) 各個教師如何受其工作場域的影響 (3)各個教師的知識來源如何形成。
     本研究根據以上議題的討論結果，進一步提供相關建議，以期能作為英語師資培育人員，英語教師及未來研究的參考。
The purpose of the study was to investigate the professional knowledge and its influence on classroom practices of elementary school English teachers. Cross cases analysis was conducted to examine the differences and similarities of three subject teachers concerning their professional knowledge, classroom practices and derived sources of knowledge.
     Qualitative approach was adopted to look into the professional knowledge of three elementary school English teachers in Taipei. The data was collected through interviews, classroom observations, and document analysis. In this study, the knowledge of three teachers was presented in the following areas: (1) classroom management, (2) enactment of curriculum (3) sources of teacher’s knowledge. Based on the above information, this study discussed the qualitative differences of knowledge of three teachers under two dimensions: (1) how the teachers perceived their teaching (2) how the teachers responded to their working contexts. As for sources of teacher’s knowledge, three factors were discussed: (1) learning experiences (2) teaching experiences (3) contextual factors.
      Finally, pedagogical implications and suggestions based on the study results are presented mainly for teacher educators and English teachers.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
93951008
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093951008
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.author (Authors) 黃佩萱zh_TW
dc.contributor.author (Authors) Huang, Pei Hsuanen_US
dc.creator (作者) 黃佩萱zh_TW
dc.creator (作者) Huang, Pei Hsuanen_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:35:14 (UTC+8)-
dc.date.available 17-Sep-2009 16:35:14 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:35:14 (UTC+8)-
dc.identifier (Other Identifiers) G0093951008en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33435-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 93951008zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本研究旨在探討三位國小英語教師的專業知識及其課堂教學，並分析影響其知識及教學的因素。透過個案研究的方式，本研究呈現了國小英語教師的課堂教學，其中探討了其教學如何受教學專業知識的影響並探索了形成教學專業知識的來源。
     本研究採取質性的研究方法，研究過程採取訪談，教學觀察，文件分析等主要資料蒐集來源，為期約兩個月。資料的涵蓋層面包括：(1)班級經營 (2) 課程教學 (3) 形成知識的來源。經由這些資料，本研究討論了三位教師專業知識的異同：(1) 各個教師對自己的教學觀點如何 (2) 各個教師如何受其工作場域的影響 (3)各個教師的知識來源如何形成。
     本研究根據以上議題的討論結果，進一步提供相關建議，以期能作為英語師資培育人員，英語教師及未來研究的參考。		zh_TW
dc.description.abstract (摘要) The purpose of the study was to investigate the professional knowledge and its influence on classroom practices of elementary school English teachers. Cross cases analysis was conducted to examine the differences and similarities of three subject teachers concerning their professional knowledge, classroom practices and derived sources of knowledge.
     Qualitative approach was adopted to look into the professional knowledge of three elementary school English teachers in Taipei. The data was collected through interviews, classroom observations, and document analysis. In this study, the knowledge of three teachers was presented in the following areas: (1) classroom management, (2) enactment of curriculum (3) sources of teacher’s knowledge. Based on the above information, this study discussed the qualitative differences of knowledge of three teachers under two dimensions: (1) how the teachers perceived their teaching (2) how the teachers responded to their working contexts. As for sources of teacher’s knowledge, three factors were discussed: (1) learning experiences (2) teaching experiences (3) contextual factors.
      Finally, pedagogical implications and suggestions based on the study results are presented mainly for teacher educators and English teachers.		en_US
dc.description.tableofcontents Table of Contents
     
     Acknowledgements …………………………………………………………………iii
     Table of Contents ………………………………………….………………………...iv
     List of Tables………………………………………………………………………...vii
     List of Figures………………………………………………………………………viii
     Chinese Abstract………………………………………………………………….…ix
     English Abstract...........................................................................................................x
     Chapter 1 Introduction ………………………………………...……………………1
     1.1 Background of the research ……………………………………...…………..1
     1.2 Motivation and Goal …………………...…………………………………….1
     1.3 Purpose of the study ……………………………..…………………………..2
     1.4 Research questions ………………………………………………..…………3
     1.5 Significance of the study …………………………………..………………...3
     1.6 Definition of terms ……………………………………………..……………3
     Chapter 2 Literature Review.……………………………………...………………...5
      2.1 Domains of teacher’s knowledge..………………………..……...…………..5
      2.1.1 Theoretical knowledge ……………………………..………………...7
      2.1.2 Experiential knowledge …………………………………..……….….7
      2.1.3 Integrated nature of teacher’s knowledge ………………………..…10
      2.2 Relationships between teacher’s knowledge and classroom practices ….….11
      2.2.1 Transforming teacher’s knowledge into classroom practices ….…....11
      2.2.2 Dialectical relationship ……………………………………………...13
      2.3 Sources of teacher’s knowledge ……………………………………………15
      2.4 Studies related to teacher’s knowledge ………….…………………………17
      2.4.1 History of research on teacher’s knowledge ………………………..17
      2.4.2 Related studies of ESL/EFL teacher’s knowledge ………………….19
      2.5 Summary of Chapter 2..…………………………………………………….23
     Chapter 3 Methodology ……………………………………………………………25
      3.1 Framework of the study …………………………………………………….26
      3.2 Participants and their teaching contexts ……………………………………27
      3.2.1 Criteria of selecting the participants ………………………………...27
      3.2.2 Background of the participants ……………………………………...27
      3.2.4 The school context ……………………………………………….….33
      3.3 Instruments …………………………………………………………………34
      3.3.1 Classroom observation ……………………………………………...34
      3.3.2 Semi-structured interviews ………………………………………….34
      3.3.3 Document collection ………………………………………………..35
      3.4 Procedure ………………………………………….………………………..35
      3.4.1 Classroom observation ……………………………………….……..35
      3.4.2 Interviews ……………………………………………………….…..37
      3.4.3 Teachers meetings and workshops ………………….………………39
      3.4.4 Document collection ……………………………….……………….40
      3.5 Data analysis ……………………………………………………………….40
     Chapter 4 Results and Findings …………………………………………………...41
      4.1 Teacher’s knowledge and classroom management …………………………42
      4.1.1 Elsa ………………………………………………………………….42
      4.1.2 Lydia ………………………………………………………………...47
      4.1.3 Olivia ………………………………………………………………..51
      4.2 Teacher’s knowledge and enactment of curriculum ………………………..55
      4.2.1 Elsa ………………………………………………………………….55
      4.2.2 Lydia ………………………………………………………………...64
      4.2.3 Olivia ………………………………………………………………..69
      4.3 Sources of teacher’s knowledge ……………………………………………74
      4.3.1 Elsa ………………………………………………………………….75
      4.3.2 Lydia ………………………………………………………………...80
      4.3.3 Olivia ………………………………………………………………..84
     Chapter 5 Cross Case Analysis and Discussion ……………………………..……89
      5.1 Addressing to research question 1 and 2…………………………………....89
      5.2 Addressing to research question 3 ………………………………………….96
     Chapter 6 Conclusion and Implications …………………………………………103
      6.1 Summary of the study …………………………………………………….103
      6.2 Implications of the study ………………………………………………….104
      6.3 Limitations of the study …………………………………………………..104
      6.4 Suggestions for further research …………………………………………..105
      6.5 Conclusion ………………………………………………………………..106
     References ................................................................................................................107
     Appendixes …………………………………………………..……………………119
      Appendix 01: Interview Questions ……………………………………………119
      Appendix 02: Excerpts of Interview Transcription ………...…………………121
      Appendix 03: A Sample of Classroom Observation …………………….…….125
     
     
     
     
     
     
     
     List of Tables
     Table 1 Information of the participants ………………………………………….. 32
     Table 2 Classroom observation dates ……………………………………………..36
     Table 3 Formal interview sessions of Elsa ………………………………………..38
     Table 4 Formal interview sessions of Lydia ……………………………………….38
     Table 5 Formal interview sessions of Olivia ………………………………………39
     Table 6 Summary of Elsa’s classroom management……………………………….47
     Table 7 Summary of Lydia’s classroom management ……………………………..51
     Table 8 Summary of Olivia’s classroom management …………………………….54
     Table 9 Summary of three cases’ enactment of curriculum ……………………….73
     Table 10 Summary of language learning experiences of three teachers …………..86
     Table 11 Summary of teaching experiences of three teachers ……………………..87
     Table 12 Summary of contextual influences of three teachers …………………….88
     
     
     
     
     
     
     
     List of Figures
     Figure 1 Borg’s (2003) model of teacher cognition ………………………………15
     Figure 2 Framework of the study ……………………….…………………….…...26
     Figure 3 Relationship of teacher’s knowledge and classroom practices……….…..41
     Figure 4 The influence of three sources on teacher’s knowledge and beliefs ……..74		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093951008en_US
dc.subject (關鍵詞) 國小英語教師zh_TW
dc.subject (關鍵詞) 教師專業知識zh_TW
dc.subject (關鍵詞) 課堂教學zh_TW
dc.subject (關鍵詞) elementary school English teacheren_US
dc.subject (關鍵詞) teacher’s knowledgeen_US
dc.subject (關鍵詞) classroom practiceen_US
dc.title (題名) 教師專業知識及其課堂教學之研究：以三位台灣地區國小英語教師為例zh_TW
dc.title (題名) A Case study on three Taiwanese elementary school english teachers’ professional knowledge and its influence on their classroom practicesen_US
dc.type (資料類型) thesisen
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