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題名 英語教師如何於正規及非正規專業發展領域發展個人職能概念:一位教師的敘事研究
Developing professional identity as an English language teacher in formal and informal professional development contexts: a narrative inquiry
作者 李星瑩
Lee, Sin Yin
貢獻者 招靜琪
Chao, Chin Chi
李星瑩
Lee, Sin Yin
關鍵詞 教師職能概念
教師發展
教師教育
補習班
teacher professional identity
teacher development
teacher education
cram school
日期 2012
上傳時間 1-五月-2013 11:50:57 (UTC+8)
摘要 本質化敘事研究旨在探討英語教師如何於正規及非正規專業發展領域中發展個人職能概念。研究對象為一位擁有多年補教與國高中教學經驗的英語教師。研究方法主要包含研究對象的口說敘述及半結構式訪談，目的在於完整記載研究對象之動態專業發展歷程。資料分析方式採用¬「整體─內容」分析法 (Lieblich, Tuveal-Mashiasch, & Zilber, 1998)與「關鍵事件」方法 (Webster & Mertova, 2007)。研究結果顯示，研究對象之教師發展出自於其主動作為並連結至其認為之與教學相關之要務。其中引領研究對象教師發展之關鍵為其個人與其所在之補教或學校場域的互動關係。也就是說，她如何看待及解讀場域中有關於教學與教師之價值，並以此價值為基礎發展個人職能概念。此外，研究對象之教師職能概念為一螺旋型過程，其過程強調一學習過程之結束引領另一新的學習發展；於專業發展領域之互動中動態發展。另一方面，藉由研究對象於正規與非正規學校場域中發展職能概念之經驗對照，本質化個案研究對於宏觀之正規及非正規教育系統在協助教師發展的設計，目前所面臨的兩難獲得更深入的了解。本研究期許針對教師教育、甚至於教育政策持續改善，提供可能之方向，使其更能符合教師於個人職能發展的實際需要。在本研究最後，針對於研究結果提出教學與研究上之建議做為參考。
This study explores the development of an English teacher’s professional identity across formal and informal educational contexts. The informant invited in the study is an English teacher who has cross-contextual professional development experience. Data collection methods primarily included an oral narrative and semi-structured interviews in order to document the dynamic professional development trajectory of the teacher informant. The data collected were analyzed with a holistic-content method (Lieblich, Tuveal-Mashiasch, & Zilber, 1998) and a critical events approach (Webster & Mertova, 2007). The findings of the study indicate that teacher development is undertaken by the teacher herself and her concerns. What is really critical in guiding teacher development is the interaction between the teacher and her contexts; namely, how the teacher perceives and interprets the value of teaching and the meaning of being a teacher from the contexts, which is the basis to develop her professional identities. Furthermore, teacher professional identity is constructed dynamically as a spiral process in interaction with contexts. A better understanding of the tensions existing in the macro-level formal educational system is also obtained in the comparison with formal and informal professional development experience of the English teacher in the study. The study provides a possible direction for further improvement of teacher education program and for educational policy reforms to better take care of the actual professional development needs of teachers. Based on the findings, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.
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描述 碩士
國立政治大學
英國語文學研究所
98551021
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098551021
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (作者) 李星瑩zh_TW
dc.contributor.author (作者) Lee, Sin Yinen_US
dc.creator (作者) 李星瑩zh_TW
dc.creator (作者) Lee, Sin Yinen_US
dc.date (日期) 2012en_US
dc.date.accessioned 1-五月-2013 11:50:57 (UTC+8)-
dc.date.available 1-五月-2013 11:50:57 (UTC+8)-
dc.date.issued (上傳時間) 1-五月-2013 11:50:57 (UTC+8)-
dc.identifier (其他 識別碼) G0098551021en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/57968-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 98551021zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本質化敘事研究旨在探討英語教師如何於正規及非正規專業發展領域中發展個人職能概念。研究對象為一位擁有多年補教與國高中教學經驗的英語教師。研究方法主要包含研究對象的口說敘述及半結構式訪談，目的在於完整記載研究對象之動態專業發展歷程。資料分析方式採用¬「整體─內容」分析法 (Lieblich, Tuveal-Mashiasch, & Zilber, 1998)與「關鍵事件」方法 (Webster & Mertova, 2007)。研究結果顯示，研究對象之教師發展出自於其主動作為並連結至其認為之與教學相關之要務。其中引領研究對象教師發展之關鍵為其個人與其所在之補教或學校場域的互動關係。也就是說，她如何看待及解讀場域中有關於教學與教師之價值，並以此價值為基礎發展個人職能概念。此外，研究對象之教師職能概念為一螺旋型過程，其過程強調一學習過程之結束引領另一新的學習發展；於專業發展領域之互動中動態發展。另一方面，藉由研究對象於正規與非正規學校場域中發展職能概念之經驗對照，本質化個案研究對於宏觀之正規及非正規教育系統在協助教師發展的設計，目前所面臨的兩難獲得更深入的了解。本研究期許針對教師教育、甚至於教育政策持續改善，提供可能之方向，使其更能符合教師於個人職能發展的實際需要。在本研究最後，針對於研究結果提出教學與研究上之建議做為參考。zh_TW
dc.description.abstract (摘要) This study explores the development of an English teacher’s professional identity across formal and informal educational contexts. The informant invited in the study is an English teacher who has cross-contextual professional development experience. Data collection methods primarily included an oral narrative and semi-structured interviews in order to document the dynamic professional development trajectory of the teacher informant. The data collected were analyzed with a holistic-content method (Lieblich, Tuveal-Mashiasch, & Zilber, 1998) and a critical events approach (Webster & Mertova, 2007). The findings of the study indicate that teacher development is undertaken by the teacher herself and her concerns. What is really critical in guiding teacher development is the interaction between the teacher and her contexts; namely, how the teacher perceives and interprets the value of teaching and the meaning of being a teacher from the contexts, which is the basis to develop her professional identities. Furthermore, teacher professional identity is constructed dynamically as a spiral process in interaction with contexts. A better understanding of the tensions existing in the macro-level formal educational system is also obtained in the comparison with formal and informal professional development experience of the English teacher in the study. The study provides a possible direction for further improvement of teacher education program and for educational policy reforms to better take care of the actual professional development needs of teachers. Based on the findings, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.en_US
dc.description.tableofcontents Table of Contents

Acknowledgements iii
Chinese Abstract vii
English Abstract ix
Chapter
1. Introduction 1
Background of the Study 1
Purpose of the Study 4
Research Questions 4
2. Literature Review 5
Language Teacher Professional Development 5
English Teacher Professional Development in Formal Educational Contexts in Taiwan 8
Cram School Issue in Taiwan 10
Cross-contextual Teacher Professional Development 13
Rationale of the Present Study 15
3. Methodology 19
Informant 19
Data Collection and Procedures 21
Data Analysis 23
4. Results and Findings 27
Jenny’s Prior Formal Schooling 27
Jenny’s Teaching Experience in Informal Educational Contexts 33
Jenny’s Teacher Training and Teaching Experience in Formal Educational Contexts 43
Summary of Jenny’s Story 53
5. Discussion 55
Addressing Research Question One 55
Addressing Research Question Two 63
6. Conclusion 77
Summary of the Study 77
Pedagogical Implications 79
Limitations of the Study 80
Suggestions for Further Research 81
Conclusions 82
References 83
Appendixes
A. The First Semi-structure Interview Protocol 98
B. A Sample of the Oral Narrative 100
C. A Sample of the First Interview 103		zh_TW
dc.format.extent 885473 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098551021en_US
dc.subject (關鍵詞) 教師職能概念zh_TW
dc.subject (關鍵詞) 教師發展zh_TW
dc.subject (關鍵詞) 教師教育zh_TW
dc.subject (關鍵詞) 補習班zh_TW
dc.subject (關鍵詞) teacher professional identityen_US
dc.subject (關鍵詞) teacher developmenten_US
dc.subject (關鍵詞) teacher educationen_US
dc.subject (關鍵詞) cram schoolen_US
dc.title (題名) 英語教師如何於正規及非正規專業發展領域發展個人職能概念:一位教師的敘事研究zh_TW
dc.title (題名) Developing professional identity as an English language teacher in formal and informal professional development contexts: a narrative inquiryen_US
dc.type (資料類型) thesisen
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