1. NCCU Academic Hub
  2. Publications
  3. College of Liberal Arts
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 由外語學習歷程與信念探討職前華語文教師之教學信念
A case study on pre-service TCSL teachers’ teaching beliefs: from being a foreign language learner to a TCSL teacher
作者 邵佩欣
Siaw, Pey Shin
貢獻者 招靜琪
Chao, Chin Chi
邵佩欣
Siaw, Pey Shin
關鍵詞 語言學習信念
語言教學信念
對外華語文教學
敘事研究
Language learning beliefs
Language teaching beliefs
Teaching Chinese as a Second Language
Narrative research
日期 2011
上傳時間 30-Oct-2012 10:19:57 (UTC+8)
摘要 本研究旨在了解職前華語文教師學習外語的歷程、語言學習信念與教學信念，屬質性個案研究。對象為華語文教學研究所四位台籍研究生，聚焦於外語學習歷程、外語學習信念、外語教學信念三大主軸，以深度訪談作為資料收集方法。訪談內容及範圍主要參考了Horwitz（1985）語言學習信念研究的BALLI 模式以及Johnson（1992）與張碧玲（2000）設計的語言教師教學信念問卷。研究發現包括：（一）不同時期的外語學習經歷對個案職前教師的學習及教學信念起了「學徒式的觀察」、信念的轉變及「濾鏡」等作用。（二）透過對個案的學習及教學信念探討，可以看到信念具有多層次的特質。而其中較整體面向的信念與較個別層次的信念，呈現了相互支持、矛盾等關係。（三）教學信念隨著背後所隱藏的動機不同，不能以因果關係作解釋。（四）個案教師基於不同的學習經歷、學習信念及教學信念，在教學上建構了與社會文化情境相關，同時也具有個人意義的教學理論。最後建議華語文師資教育應提供機會讓職前教師了解自我語言學習及教學信念，以及更多教學實務的機會，以讓他們在教學行動中反思，也在反思中進行教學。華語文教師本身亦可以利用自我的外語學習經驗作為反思的工具，時時保持成長的動機與內省的能力。此外，華語文教師也應對教學現場及環境文化等因素有所知覺，這樣才能促進有效的教學。
This qualitative case study aims to understand the TCSL ( Teaching Chinese as a Second language ) pre-service teachers’ foreign language learning experience, language learning beliefs, and teaching beliefs. The participants are four Taiwanese postgraduate students from the department of TCSL in a university in northern Taiwan. The study focus on three aspects: foreign language learning experience, language learning beliefs, and teaching beliefs. In-depth interviews are conducted as the data collection method, informed by Horwitz’s (1985) BALLI model as well as Johnson (1992) and Zhang (2000). The findings include that (1) the four pre-service TCSL teachers’ foreign language learning experiences, serving as a filter, afford “apprenticeship of observation” which leads to changes in beliefs, and (2)beliefs are multilayered, involving both supportive and contradictory relationships. (3) Teaching beliefs are not necessarily consistent with each other because of different intentions lying behind. It is difficult to regard them as having a simple cause-and-effect relation. (4) Based on different learning experiences, learning and teaching beliefs, the four pre-service teachers construct their own personal theories toward teaching, which are not only socially relevant but also personally meaningful. Finally, the study suggests that language teacher education needs to provide sufficient opportunities for pre-service teachers to understand their own learning and teaching beliefs. It is also necessary to provide opportunities to engage them in authentic teaching contexts so that they could reflect on their teaching beliefs in real-world pratice. TCSL teachers need to be encouraged to use their own learning experiences as a reflective tool to sustain their passions for teaching.
參考文獻 （一）中文文獻
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8，84-94頁。

方正一（2003）。一名國小英語教師教學信念之研究。國立中正大學教育研究所碩士論文，嘉義。

方逸芸（2000）。國中生活科技教師教學信念及其相關因素之研究。國立台灣師範大學碩士論文，未出版，台北。

江惜美（2003）。華語教學的現況與省思。多元文化與族群和諧國際學術研討會文論集，1-10頁。

朱苑瑜、葉玉珠（2003）。實習教師信念改變的影響因素之探討。師大學報：教育類，48，41-66頁。

李麗君（2002）職前教師教學信念及其改變之研究。中等教育學報，9，1-26頁。

吳松樺（2001）。教師教學信念之個案研究：以國小一年級教師為例。國立台中師範學院國民教育研究所碩士論文，未出版，台中。

周淑惠(1999)。一位國小教師國語科教學信念之研究。國立台北師範學院國民教育研究所碩士論文，未出版，台北。

林吉勇（2009）。透過敘說取向個案研究探討四位國中數學教師發展數學探究教學之故事：聚焦於信念、知識與實務。彰化師範大學科學教育硏究所博士論文，彰化。

高強華（1996）。師資培育問題研究。師大書苑有限公司。

陳向明（1999）。社會科學質的研究。五南圖書出版股份有限公司。

陳宜秀（2004）。華語教師的文法教學信念之研究。臺灣師範大學華語文教學研究所學位論文，台北。

陳健生（2000）。實習教師的教育信念與發展。載於中華民國師範教育學會主編，願景與承諾：展望新世紀的師資培育（121-154頁）。台北：台灣書局。

張武昌（2006）。台灣的英語教育：現況與省思。教育資料與研究雙月刊， 69，129-144頁。

張碧玲（2000）。國民中學英語教師對溝通式教學觀之信念研究。國立臺灣師範大學碩士論文，台北。

蔡鳳芝（2005）。職前教師在教學實習課程中教學信念及教學反省行為之探討。國立中山大學教育研究所碩士論文，高雄。

蕭宜倫（2005）。技職校院本土與留美英文教師之教師信念比較。台南科技大學技職教育與人力發展研究所，台南。

藍雪瑛（1995）。我國國民中學國文教師教學信念及形成因素之研究。國立壹灣師範大學碩士論文，台北。

顏弘志（2004）。從建構主義看探究教學。科學教育研究與發展季刊，36，1-14頁。

顏弘志，段曉林（2006）。建構主義取向教學的實踐－一位國小自然科教師信念、教學實務的改變。科學教育學刊，14，571-595頁。

顏銘志（1996）。國民小學教師教學信念、教師效能與教學行為之相關研究。國立師範學院國民教育研究所，未出版，屏東。

（二）英文文獻

Abelson, R. P. (1979). Differences between belief and knowledge systems. Cognitive Science, 3, 355-366.

Adams, P. E., & Krockover, G.H. (1997) . Beginning science cognition and its origins in the preservice secondary teacher program. Journal of Research in Science Teaching, 34, 633-653.

Alanen, R. (2003). A sociocultural approach to young learners’ belief about language learning. In P. Kajala, & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 55-85). Kluwer Academic Press, Dordrecht.

Ambrose, R. (2004) . Initiating change in prospective elementary school teachers` orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.

Anderson, L. M., Blumenfeld, P., Pintrich, P. R., Clark, C. M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30, 143-157.

Andrew, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice, 9, 351-375.

Angell, A. V. (1988). Learning to teach social studies: A case study of belief restructuring. Theory and Research in Social Education, 26, 509-529.

Bailey, K. M., Bergthold, B., Braunstein, B., Jagodzinski Fleischman, N., Holbrook, M. P., Tuman, J., Waissbluth, X.,
& Zambo, L. J. (1996). The language learner`s autobiography: Examining the “apprenticeship of observation”. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). Cambridge, UK & NY: Cambridge University Press.

Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Reasearch on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). Washington, DC: American Educational Research Association.

Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55, 21-29.

Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum, London.

Britzman, D. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56, 442-472.

Brousseau, B. A., Book, C., & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education. 39, 33-39.

Brousseau, B. A., & Freeman, D. J. (1988). How do teacher education faculty members define desirable teacher beliefs? Teaching and Teacher Education, 4, 267- 273.

Brown, J., & McGannon, J. (1998). What do I know about language learning? The story of the beginning teacher. Proceedings of the 23rd ALAA (Australian Linguistics Association of Australia) Congress. Griffith University, Brisbane.

Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7, 55- 56.

Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching & Teacher Education, 7, 1-8.

Mansfield, C. F., & Volet, S. E. (2010). Developing beliefs
about classroom motivation: Journeys of preservice teachers. Teaching and Teacher Education, 26, 1404-1415.

Clandinin, D. J. (1986). Classromm practice: Teacher images in action. London: Falmer Press.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. New York: Jossey-Bass.

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London and New York: Croom Helm.

Etchberger, M. L., & Shaw, K. L. (1992). Teacher change as a progression of transitional images: A chronology of a developing constructivist teacher. School science and mathematics, 92, 411-417.

Feldman, A. (2000). Decision making in the practical domain: A model of practice conceptual change. Science Education, 84, 606-623.

Freeman, D. (1989). Teacher training, development and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23, 27-45.

Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of belief. In G. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer.

Gao, X. S. (2010). Strategic language learning: The roles of agency and context. Bristol, UK: Multilingual Matters.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and Teacher Education, 4, 121-137.

Goodwin, A. L. (1987). Teaching images: Unlocking preservice student teaching beliefs and connecting teaching beliefs to teaching behavior. Unpublished doctoral dissertation, Teachers College, Calumbia University.

Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill.

Hollingsworth, S. (1989). Prior Beliefs and Cognitive Change in Learning to Teach. American Educational Research Journal, 26, 160-189.

Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333-340.

Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Jounal of Reading Behaviour, 24, 83-108.

Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10, 439-452.

Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123-136.

Joram, E., & Gabriele, A. J. (1998). Preservice teachers’ prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14, 175-191.

Kaasila, R. (2007). Using narrative inquiry for investigating the becoming of a mathematics teacher. ZDM-International Journal of Mathematics Education, 39, 205-213.

Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 56-62.

Kalaja, P., & Barcelos, A. M. F. (2011). Introduction to beliefs about SLA revisited. System, 39, 281-289.

Kalaja, P., & Barcelos, A. M. F. (Eds.). (2003). Beliefs about SLA: New Research Approaches. Kluwer Academic Press, Dordrecht.

Kennedy, C., & Kennedy, J. (1996). Teacher attitudes and change implementation. System, 24, 351-360.

Kern, R. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71-91.

Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research. California: Sage Publication, Inc.

Lortie, D. (1975). The schoolteacher:A sociological study. Chicago: University of Chicago Press.

McGregor, J. H. (1999). How do we learn? In B. K. Stripling, (Ed.), Learning and libraries in an information age: principles and practice (pp. 25-53). Englewood, Colorado: Teacher Ideas Press.

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 575-596). NY: Macmillan.

Mclinden, D. J. (1988). Teacher thinking:instructional belief about effective teaching
among expert teachers of visually impaired children. Unpublished doctoral dissertation. The Northern Illinois University.

Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39, 335-346.

Navarro, D., & Thornton, K. (2011). Investigation the relationship between belief and action in self-directed language learning. System, 39, 290-301.

Negueruela-Azarola, E., (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39, 290-301.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.

Numrich, C. (1996). On becoming a language teachers. Insight from diary studies. TESOL Quarterly, 30, 131-153.

Pan, L., & Block, D., (2011). English as a “ global language ” in China: An investigation into learners’ and teachers’ language beliefs. System, 39, 391-402.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Education Research, 62, 307-332.

Pelkonen, M., & Pietilä A. -M. (2004). Ethical issues in participatory action research. Scandinavian Journal of Caring Sciences, 18, 333-340.

Peng, J.-E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System, 39, 314-324.

Remler, N. L. (2002). The more active the better: Engaging college English students with active learning strategies. Teaching English in the Two Year College, 30, 76-81.

Richards, J. C, & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge Language Education.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). Macmillan.

Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.

Rokeach, M. (1979). Some unresolved issues in theories of beliefs, attitudes and values. Nebraska Symposium on Motivation, 27, 261-304.

Prawat, R. S. (1992). Teachers` beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100, 354-395.

Sakui, K., & Gaies, S. (1999). Investigating Japanese learners` beliefs about language learning. System, 27, 473-492.

Salisbury-Glennon, J. D., & Stevens, R. J. (1999). Addressing preservice teachers’ conceptions of motivation. Teahing and Teacher Education, 15, 721-752.

Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel. (Ed.), Parental belief system (pp. 345-317). Hillsdale, NJ: Lawrence Erlbaum Associates.

Smith, L. K. (2005). The impact of early life history on teachers’ beliefs: in-school and out-of-school experiences as learners and knowers of science. Teachers and Teaching: Theory and Practice, 11, 5-36.

Speer, N. M. (2005). Issues of methods and theory in the study of mathematics Teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58, 361-391.

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs and classroom practices. Journal of Teacher Education, 51, 113- 121.

Thompson, A. (1992). Teachers` beliefs and conceptions: A synthesis of the research. In D. A. Grouws, (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York, England: Macmillan Publishing Co, Inc.

Tsai, C. C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24, 771-783.

Veal, W. (2004). Beliefs and knowledge in chemistry teacher development. International Journal of Science Education, 26, 329-351.

Wallace, C. S., & Kang, N. H. (2004). An investigation of experience science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936-960.

Wan, W., Low, D. G., & Li, M. (2011). From students’ and teachers’ perspectives: metaphor analysis of beliefs about EFL teachers’ roles. System, 39, 314-324.

Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

Woods, D., & Çakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39, 381-390.

Yang, N.D. (1992). Second language learners` beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Unpublished doctoral dissertation, The University of Texas at Austin, Texas.

Yang, J.-S., & Kim, T.-Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. System, 39, 325-334.

Yero, J. L. (2002). Teaching in Mind: How teacher thinking shapes education. Hamilton, Montana: Mind Flight Publishing.
描述 碩士
國立政治大學
華語文教學碩士學位學程
97161017
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097161017
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (Authors) 邵佩欣zh_TW
dc.contributor.author (Authors) Siaw, Pey Shinen_US
dc.creator (作者) 邵佩欣zh_TW
dc.creator (作者) Siaw, Pey Shinen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 10:19:57 (UTC+8)-
dc.date.available 30-Oct-2012 10:19:57 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 10:19:57 (UTC+8)-
dc.identifier (Other Identifiers) G0097161017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54225-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 華語文教學碩士學位學程zh_TW
dc.description (描述) 97161017zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究旨在了解職前華語文教師學習外語的歷程、語言學習信念與教學信念，屬質性個案研究。對象為華語文教學研究所四位台籍研究生，聚焦於外語學習歷程、外語學習信念、外語教學信念三大主軸，以深度訪談作為資料收集方法。訪談內容及範圍主要參考了Horwitz（1985）語言學習信念研究的BALLI 模式以及Johnson（1992）與張碧玲（2000）設計的語言教師教學信念問卷。研究發現包括：（一）不同時期的外語學習經歷對個案職前教師的學習及教學信念起了「學徒式的觀察」、信念的轉變及「濾鏡」等作用。（二）透過對個案的學習及教學信念探討，可以看到信念具有多層次的特質。而其中較整體面向的信念與較個別層次的信念，呈現了相互支持、矛盾等關係。（三）教學信念隨著背後所隱藏的動機不同，不能以因果關係作解釋。（四）個案教師基於不同的學習經歷、學習信念及教學信念，在教學上建構了與社會文化情境相關，同時也具有個人意義的教學理論。最後建議華語文師資教育應提供機會讓職前教師了解自我語言學習及教學信念，以及更多教學實務的機會，以讓他們在教學行動中反思，也在反思中進行教學。華語文教師本身亦可以利用自我的外語學習經驗作為反思的工具，時時保持成長的動機與內省的能力。此外，華語文教師也應對教學現場及環境文化等因素有所知覺，這樣才能促進有效的教學。zh_TW
dc.description.abstract (摘要) This qualitative case study aims to understand the TCSL ( Teaching Chinese as a Second language ) pre-service teachers’ foreign language learning experience, language learning beliefs, and teaching beliefs. The participants are four Taiwanese postgraduate students from the department of TCSL in a university in northern Taiwan. The study focus on three aspects: foreign language learning experience, language learning beliefs, and teaching beliefs. In-depth interviews are conducted as the data collection method, informed by Horwitz’s (1985) BALLI model as well as Johnson (1992) and Zhang (2000). The findings include that (1) the four pre-service TCSL teachers’ foreign language learning experiences, serving as a filter, afford “apprenticeship of observation” which leads to changes in beliefs, and (2)beliefs are multilayered, involving both supportive and contradictory relationships. (3) Teaching beliefs are not necessarily consistent with each other because of different intentions lying behind. It is difficult to regard them as having a simple cause-and-effect relation. (4) Based on different learning experiences, learning and teaching beliefs, the four pre-service teachers construct their own personal theories toward teaching, which are not only socially relevant but also personally meaningful. Finally, the study suggests that language teacher education needs to provide sufficient opportunities for pre-service teachers to understand their own learning and teaching beliefs. It is also necessary to provide opportunities to engage them in authentic teaching contexts so that they could reflect on their teaching beliefs in real-world pratice. TCSL teachers need to be encouraged to use their own learning experiences as a reflective tool to sustain their passions for teaching.en_US
dc.description.tableofcontents 第一章 緒論………………………………………………………1
第一節 研究動機與目的…………………………………1
第二節 研究問題………………………………………………2
第三節 名詞解釋………………………………………………3

第二章 文獻研究………………………………………………4
第一節 信念的定義…………………………………………4
第二節 信念的特質…………………………………………5
第三節 教師教學信念………………………………………9
第四節 教師教學信念的來源與改變……………11
第五節 語言教師教學信念……………………………15

第三章　 研究設計與實施……………………………18
第一節 研究方法及步驟……………………………18
第二節 研究場域…………………………………………19
第三節 研究參與者……………………………………19
第四節 研究資料蒐集…………………………………20
第五節 研究分析方法…………………………………23

第四章　 個案分析……………………………………………26
第一節 小芳個案研究分析…………………………26
第二節 小菁個案研究分析…………………………65
第三節 小安個案研究分析…………………………129
第四節 小米個案研究分析…………………………181

第五章　 跨個案討論………………………………………240
第一節 問題一討論………………………………………240
第二節 問題二討論………………………………………248
第三節 問題三討論………………………………………260

第六章 結論與建議………………………………………273
第一節 研究發現概要…………………………………273
第二節 建議……………………………………………………276
第三節 研究限制與建議………………………………280
第四節 結論……………………………………………………281

文獻參考…………………………………………………………………283

附錄
附錄一…………………………………………………………………292
附錄二…………………………………………………………………295
附錄三…………………………………………………………………293
附錄四…………………………………………………………………301		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097161017en_US
dc.subject (關鍵詞) 語言學習信念zh_TW
dc.subject (關鍵詞) 語言教學信念zh_TW
dc.subject (關鍵詞) 對外華語文教學zh_TW
dc.subject (關鍵詞) 敘事研究zh_TW
dc.subject (關鍵詞) Language learning beliefsen_US
dc.subject (關鍵詞) Language teaching beliefsen_US
dc.subject (關鍵詞) Teaching Chinese as a Second Languageen_US
dc.subject (關鍵詞) Narrative researchen_US
dc.title (題名) 由外語學習歷程與信念探討職前華語文教師之教學信念zh_TW
dc.title (題名) A case study on pre-service TCSL teachers’ teaching beliefs: from being a foreign language learner to a TCSL teacheren_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) （一）中文文獻
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8，84-94頁。

方正一（2003）。一名國小英語教師教學信念之研究。國立中正大學教育研究所碩士論文，嘉義。

方逸芸（2000）。國中生活科技教師教學信念及其相關因素之研究。國立台灣師範大學碩士論文，未出版，台北。

江惜美（2003）。華語教學的現況與省思。多元文化與族群和諧國際學術研討會文論集，1-10頁。

朱苑瑜、葉玉珠（2003）。實習教師信念改變的影響因素之探討。師大學報：教育類，48，41-66頁。

李麗君（2002）職前教師教學信念及其改變之研究。中等教育學報，9，1-26頁。

吳松樺（2001）。教師教學信念之個案研究：以國小一年級教師為例。國立台中師範學院國民教育研究所碩士論文，未出版，台中。

周淑惠(1999)。一位國小教師國語科教學信念之研究。國立台北師範學院國民教育研究所碩士論文，未出版，台北。

林吉勇（2009）。透過敘說取向個案研究探討四位國中數學教師發展數學探究教學之故事：聚焦於信念、知識與實務。彰化師範大學科學教育硏究所博士論文，彰化。

高強華（1996）。師資培育問題研究。師大書苑有限公司。

陳向明（1999）。社會科學質的研究。五南圖書出版股份有限公司。

陳宜秀（2004）。華語教師的文法教學信念之研究。臺灣師範大學華語文教學研究所學位論文，台北。

陳健生（2000）。實習教師的教育信念與發展。載於中華民國師範教育學會主編，願景與承諾：展望新世紀的師資培育（121-154頁）。台北：台灣書局。

張武昌（2006）。台灣的英語教育：現況與省思。教育資料與研究雙月刊， 69，129-144頁。

張碧玲（2000）。國民中學英語教師對溝通式教學觀之信念研究。國立臺灣師範大學碩士論文，台北。

蔡鳳芝（2005）。職前教師在教學實習課程中教學信念及教學反省行為之探討。國立中山大學教育研究所碩士論文，高雄。

蕭宜倫（2005）。技職校院本土與留美英文教師之教師信念比較。台南科技大學技職教育與人力發展研究所，台南。

藍雪瑛（1995）。我國國民中學國文教師教學信念及形成因素之研究。國立壹灣師範大學碩士論文，台北。

顏弘志（2004）。從建構主義看探究教學。科學教育研究與發展季刊，36，1-14頁。

顏弘志，段曉林（2006）。建構主義取向教學的實踐－一位國小自然科教師信念、教學實務的改變。科學教育學刊，14，571-595頁。

顏銘志（1996）。國民小學教師教學信念、教師效能與教學行為之相關研究。國立師範學院國民教育研究所，未出版，屏東。

（二）英文文獻

Abelson, R. P. (1979). Differences between belief and knowledge systems. Cognitive Science, 3, 355-366.

Adams, P. E., & Krockover, G.H. (1997) . Beginning science cognition and its origins in the preservice secondary teacher program. Journal of Research in Science Teaching, 34, 633-653.

Alanen, R. (2003). A sociocultural approach to young learners’ belief about language learning. In P. Kajala, & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 55-85). Kluwer Academic Press, Dordrecht.

Ambrose, R. (2004) . Initiating change in prospective elementary school teachers` orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.

Anderson, L. M., Blumenfeld, P., Pintrich, P. R., Clark, C. M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30, 143-157.

Andrew, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice, 9, 351-375.

Angell, A. V. (1988). Learning to teach social studies: A case study of belief restructuring. Theory and Research in Social Education, 26, 509-529.

Bailey, K. M., Bergthold, B., Braunstein, B., Jagodzinski Fleischman, N., Holbrook, M. P., Tuman, J., Waissbluth, X.,
& Zambo, L. J. (1996). The language learner`s autobiography: Examining the “apprenticeship of observation”. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). Cambridge, UK & NY: Cambridge University Press.

Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Reasearch on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). Washington, DC: American Educational Research Association.

Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55, 21-29.

Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum, London.

Britzman, D. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56, 442-472.

Brousseau, B. A., Book, C., & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education. 39, 33-39.

Brousseau, B. A., & Freeman, D. J. (1988). How do teacher education faculty members define desirable teacher beliefs? Teaching and Teacher Education, 4, 267- 273.

Brown, J., & McGannon, J. (1998). What do I know about language learning? The story of the beginning teacher. Proceedings of the 23rd ALAA (Australian Linguistics Association of Australia) Congress. Griffith University, Brisbane.

Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7, 55- 56.

Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching & Teacher Education, 7, 1-8.

Mansfield, C. F., & Volet, S. E. (2010). Developing beliefs
about classroom motivation: Journeys of preservice teachers. Teaching and Teacher Education, 26, 1404-1415.

Clandinin, D. J. (1986). Classromm practice: Teacher images in action. London: Falmer Press.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. New York: Jossey-Bass.

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London and New York: Croom Helm.

Etchberger, M. L., & Shaw, K. L. (1992). Teacher change as a progression of transitional images: A chronology of a developing constructivist teacher. School science and mathematics, 92, 411-417.

Feldman, A. (2000). Decision making in the practical domain: A model of practice conceptual change. Science Education, 84, 606-623.

Freeman, D. (1989). Teacher training, development and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23, 27-45.

Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of belief. In G. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer.

Gao, X. S. (2010). Strategic language learning: The roles of agency and context. Bristol, UK: Multilingual Matters.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and Teacher Education, 4, 121-137.

Goodwin, A. L. (1987). Teaching images: Unlocking preservice student teaching beliefs and connecting teaching beliefs to teaching behavior. Unpublished doctoral dissertation, Teachers College, Calumbia University.

Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill.

Hollingsworth, S. (1989). Prior Beliefs and Cognitive Change in Learning to Teach. American Educational Research Journal, 26, 160-189.

Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333-340.

Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Jounal of Reading Behaviour, 24, 83-108.

Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10, 439-452.

Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123-136.

Joram, E., & Gabriele, A. J. (1998). Preservice teachers’ prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14, 175-191.

Kaasila, R. (2007). Using narrative inquiry for investigating the becoming of a mathematics teacher. ZDM-International Journal of Mathematics Education, 39, 205-213.

Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 56-62.

Kalaja, P., & Barcelos, A. M. F. (2011). Introduction to beliefs about SLA revisited. System, 39, 281-289.

Kalaja, P., & Barcelos, A. M. F. (Eds.). (2003). Beliefs about SLA: New Research Approaches. Kluwer Academic Press, Dordrecht.

Kennedy, C., & Kennedy, J. (1996). Teacher attitudes and change implementation. System, 24, 351-360.

Kern, R. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71-91.

Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research. California: Sage Publication, Inc.

Lortie, D. (1975). The schoolteacher:A sociological study. Chicago: University of Chicago Press.

McGregor, J. H. (1999). How do we learn? In B. K. Stripling, (Ed.), Learning and libraries in an information age: principles and practice (pp. 25-53). Englewood, Colorado: Teacher Ideas Press.

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 575-596). NY: Macmillan.

Mclinden, D. J. (1988). Teacher thinking:instructional belief about effective teaching
among expert teachers of visually impaired children. Unpublished doctoral dissertation. The Northern Illinois University.

Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39, 335-346.

Navarro, D., & Thornton, K. (2011). Investigation the relationship between belief and action in self-directed language learning. System, 39, 290-301.

Negueruela-Azarola, E., (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39, 290-301.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.

Numrich, C. (1996). On becoming a language teachers. Insight from diary studies. TESOL Quarterly, 30, 131-153.

Pan, L., & Block, D., (2011). English as a “ global language ” in China: An investigation into learners’ and teachers’ language beliefs. System, 39, 391-402.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Education Research, 62, 307-332.

Pelkonen, M., & Pietilä A. -M. (2004). Ethical issues in participatory action research. Scandinavian Journal of Caring Sciences, 18, 333-340.

Peng, J.-E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System, 39, 314-324.

Remler, N. L. (2002). The more active the better: Engaging college English students with active learning strategies. Teaching English in the Two Year College, 30, 76-81.

Richards, J. C, & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge Language Education.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). Macmillan.

Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.

Rokeach, M. (1979). Some unresolved issues in theories of beliefs, attitudes and values. Nebraska Symposium on Motivation, 27, 261-304.

Prawat, R. S. (1992). Teachers` beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100, 354-395.

Sakui, K., & Gaies, S. (1999). Investigating Japanese learners` beliefs about language learning. System, 27, 473-492.

Salisbury-Glennon, J. D., & Stevens, R. J. (1999). Addressing preservice teachers’ conceptions of motivation. Teahing and Teacher Education, 15, 721-752.

Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel. (Ed.), Parental belief system (pp. 345-317). Hillsdale, NJ: Lawrence Erlbaum Associates.

Smith, L. K. (2005). The impact of early life history on teachers’ beliefs: in-school and out-of-school experiences as learners and knowers of science. Teachers and Teaching: Theory and Practice, 11, 5-36.

Speer, N. M. (2005). Issues of methods and theory in the study of mathematics Teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58, 361-391.

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs and classroom practices. Journal of Teacher Education, 51, 113- 121.

Thompson, A. (1992). Teachers` beliefs and conceptions: A synthesis of the research. In D. A. Grouws, (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York, England: Macmillan Publishing Co, Inc.

Tsai, C. C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24, 771-783.

Veal, W. (2004). Beliefs and knowledge in chemistry teacher development. International Journal of Science Education, 26, 329-351.

Wallace, C. S., & Kang, N. H. (2004). An investigation of experience science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936-960.

Wan, W., Low, D. G., & Li, M. (2011). From students’ and teachers’ perspectives: metaphor analysis of beliefs about EFL teachers’ roles. System, 39, 314-324.

Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

Woods, D., & Çakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39, 381-390.

Yang, N.D. (1992). Second language learners` beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Unpublished doctoral dissertation, The University of Texas at Austin, Texas.

Yang, J.-S., & Kim, T.-Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners. System, 39, 325-334.

Yero, J. L. (2002). Teaching in Mind: How teacher thinking shapes education. Hamilton, Montana: Mind Flight Publishing.		zh_TW