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題名 新北市高中英文教師教學專業能力指標建構之研究
A study on the development of professional teaching competence indicators for senior high school english teachers in New Taipei City
作者 馮文秀
Feng, Wen Hsiu
貢獻者 許炳煌
Sheu, Ping Huang
馮文秀
Feng, Wen Hsiu
關鍵詞 高中英文教師
階層程序分析法(AHP)
英文教學
高中英文教師教學專業能力指標
Senior High School English Teachers
Analytic Hierarchy Process (AHP)
English Language Teaching
Professional Teaching Competence Indicators for Senior High School English Teachers
日期 2011
上傳時間 4-Sep-2013 14:56:31 (UTC+8)
摘要 有鑑於近年來教育當局對於提升教師教育專業能力的重視以及陸續於一般中等學校計劃實施教師專業評鑑的努力，本研究旨在建構高中英語教師之教學專業能力指標，瞭解279位現職於22所公立高中之新北市高中英文教師對於各指標重要性看法之差異，並針對性別、學歷、學校規模、教學年資等社會背景的教師分析其看法之不同。依據文獻探討與專家效度實施之結果，共建立5大能力層面、13個向度、以及47個指標。問卷分析採用階層程序分析法(AHP)，得出各向度之權重值，排序結果如下：
1.規劃能力：教學規劃比課程規劃重要；這兩項中分別又以規劃適當教學活動及規劃教學程序為重要指標。
2.教學能力：溝通能力與英文能力尤其重要；這兩項中分別又以良好口頭溝通技巧及自我表達能力為重要指標。
3.管理能力：班級管理比資源管理重要；而班級管理中又以良好師生互動為重要指
標。
4.專業成長：掌握學習機會比進行教學研究與革新重要；而掌握學習機會中又以反思個人教學與追求專業成長為重要指標。
5.教學道德：工作態度比專業精神重要；而工作態度中又以與學校同事、學生家長、與附近社區建立良好工作關係為重要指標。
在各向度的指標中，與教學有關係者較受青睞。各背景的教師與所有教師的看法傾
向於一致，只顯示些微的差別。
依據研究結果，本研究亦針對教育當局及高中英文教師提出建議，對於未來研究方
向也提出一些看法，以期對英文教學有些許貢獻。
Academic authorities have recently laid their prominence on upgrading teachers’ professional competence with the reform efforts of implementing evaluating professional competence on teachers in middle schools. The current study aimed to explore the indicators for evaluating senior high school English teachers’ professional competence, and at the same time, to provide English teachers access to improve and increase teaching efficiency by showing the rankings of indicators under each sub-criterion investigated from 279 English teachers with 4 social background variants in 22 public senior high schools in New Taipei City. The social background variants included gender, educational backgrounds, school size, and total teaching years. In accordance with literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators were established as evaluating standards. The Analytic Hierarchy Process (AHP) was employed and the results indicated that:
1. Planning competence: Teaching planning was more important than course planning. Planning appropriate teaching activities and developing teaching procedures were considered to be the most important in the two sub-criteria respectively.
2. Teaching competence: Communicative competence and English language competence were the first two priorities, but presentation of teaching materials the last. Good oral communicative skills and self-expressive ability were labeled as the most essential indicators respectively.
3. Management competence: Classroom management was rather prominent than resources management. Good teacher-student interaction was especially viewed as important in classroom management.
4. Professional development: Grasping opportunities to learn was taken more significant than conducting teaching research and teaching innovation. In grasping opportunities to learn, reflecting on one’s teaching and seeking professional development were seen as more important than others.
5. Teaching ethics: Working attitude was of higher significance than professionalism, especially establishing good working relationship with school staff, students’ parents, and surrounding communities.
In conclusion, indicators which were more helpful to teaching were more favored. Despite their different social backgrounds, teachers tended to show similar opinions on the development of their professional competence. According to the results of the study, some suggestions were provided for professional development of English teachers, teacher training, gender differences of English teachers, teaching experiences, and future studies.
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描述 碩士
國立政治大學
英語教學碩士在職專班
97951017
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951017
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.advisor Sheu, Ping Huangen_US
dc.contributor.author (Authors) 馮文秀zh_TW
dc.contributor.author (Authors) Feng, Wen Hsiuen_US
dc.creator (作者) 馮文秀zh_TW
dc.creator (作者) Feng, Wen Hsiuen_US
dc.date (日期) 2011en_US
dc.date.accessioned 4-Sep-2013 14:56:31 (UTC+8)-
dc.date.available 4-Sep-2013 14:56:31 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:56:31 (UTC+8)-
dc.identifier (Other Identifiers) G0097951017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60031-
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) 97951017zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 有鑑於近年來教育當局對於提升教師教育專業能力的重視以及陸續於一般中等學校計劃實施教師專業評鑑的努力，本研究旨在建構高中英語教師之教學專業能力指標，瞭解279位現職於22所公立高中之新北市高中英文教師對於各指標重要性看法之差異，並針對性別、學歷、學校規模、教學年資等社會背景的教師分析其看法之不同。依據文獻探討與專家效度實施之結果，共建立5大能力層面、13個向度、以及47個指標。問卷分析採用階層程序分析法(AHP)，得出各向度之權重值，排序結果如下：
1.規劃能力：教學規劃比課程規劃重要；這兩項中分別又以規劃適當教學活動及規劃教學程序為重要指標。
2.教學能力：溝通能力與英文能力尤其重要；這兩項中分別又以良好口頭溝通技巧及自我表達能力為重要指標。
3.管理能力：班級管理比資源管理重要；而班級管理中又以良好師生互動為重要指
標。
4.專業成長：掌握學習機會比進行教學研究與革新重要；而掌握學習機會中又以反思個人教學與追求專業成長為重要指標。
5.教學道德：工作態度比專業精神重要；而工作態度中又以與學校同事、學生家長、與附近社區建立良好工作關係為重要指標。
在各向度的指標中，與教學有關係者較受青睞。各背景的教師與所有教師的看法傾
向於一致，只顯示些微的差別。
依據研究結果，本研究亦針對教育當局及高中英文教師提出建議，對於未來研究方
向也提出一些看法，以期對英文教學有些許貢獻。		zh_TW
dc.description.abstract (摘要) Academic authorities have recently laid their prominence on upgrading teachers’ professional competence with the reform efforts of implementing evaluating professional competence on teachers in middle schools. The current study aimed to explore the indicators for evaluating senior high school English teachers’ professional competence, and at the same time, to provide English teachers access to improve and increase teaching efficiency by showing the rankings of indicators under each sub-criterion investigated from 279 English teachers with 4 social background variants in 22 public senior high schools in New Taipei City. The social background variants included gender, educational backgrounds, school size, and total teaching years. In accordance with literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators were established as evaluating standards. The Analytic Hierarchy Process (AHP) was employed and the results indicated that:
1. Planning competence: Teaching planning was more important than course planning. Planning appropriate teaching activities and developing teaching procedures were considered to be the most important in the two sub-criteria respectively.
2. Teaching competence: Communicative competence and English language competence were the first two priorities, but presentation of teaching materials the last. Good oral communicative skills and self-expressive ability were labeled as the most essential indicators respectively.
3. Management competence: Classroom management was rather prominent than resources management. Good teacher-student interaction was especially viewed as important in classroom management.
4. Professional development: Grasping opportunities to learn was taken more significant than conducting teaching research and teaching innovation. In grasping opportunities to learn, reflecting on one’s teaching and seeking professional development were seen as more important than others.
5. Teaching ethics: Working attitude was of higher significance than professionalism, especially establishing good working relationship with school staff, students’ parents, and surrounding communities.
In conclusion, indicators which were more helpful to teaching were more favored. Despite their different social backgrounds, teachers tended to show similar opinions on the development of their professional competence. According to the results of the study, some suggestions were provided for professional development of English teachers, teacher training, gender differences of English teachers, teaching experiences, and future studies.		en_US
dc.description.tableofcontents Acknowledgements iv
Chinese Abstract xv
English Abstract xvii
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study and Research Questions 4
Definition of Terms 4
Significance of the Study 6
CHAPTER TWO LITERATURE REVIEW 9
Current English Instruction in Taiwan and in New Taipei City 9
Establishment of Criteria and Indicators for Evaluating English Teachers’ Professional Competence 12
Criticism and Conclusion 33
CHAPTER THREE METHODOLOGY 35
Research Framework 35
The Analytic Hierarchy Process (AHP) 37
Subjects 42
Instruments 44
Research Procedure 51
Data Analysis 53
CHAPTER FOUR RESULTS AND DISCUSSION 55
Overall Weighing Analysis of the Sub-criteria and the Indicators 55
Weighing Analysis of the Sub-criteria and Indicators between Genders 67
Weighing Analysis of the Sub-criteria and Indicators among Educational Backgrounds 79
Weighing Analysis of the Sub-criteria and Indicators among School Sizes 90
Weighing Analysis of the Sub-criteria and Indicators among Teachers’ Teaching Years 101
CHAPTER FIVE CONCLUSION AND SUGGESTION 115
Conclusion 115
Suggestion 131
Limitations of the Study 134
References 137
Appendix 149
Appendix 1 Census for the Number of Public Senior High School Teachers in New Taipei City 149
Appendix 2 Example of Filling in the Questionnaire 150
Appendix 3 Catalogue for Experts Consulted (Listed According to the Strokes of the Last Name) 151
Appendix 4 Catalogue for Experts Consulted (Listed According to the Strokes of the Last Name) 152
Appendix 5 The Hierarchical Structure of Professional Teaching Competence Indicators for Senior High School English Teachers 153
Appendix 6 Questionnaire (The Second Revision) 155
Appendix 7 Chinese Explanation Added after Pilot Study 182		zh_TW
dc.format.extent 1032600 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/#G0097951017en_US
dc.subject (關鍵詞) 高中英文教師zh_TW
dc.subject (關鍵詞) 階層程序分析法(AHP)zh_TW
dc.subject (關鍵詞) 英文教學zh_TW
dc.subject (關鍵詞) 高中英文教師教學專業能力指標zh_TW
dc.subject (關鍵詞) Senior High School English Teachersen_US
dc.subject (關鍵詞) Analytic Hierarchy Process (AHP)en_US
dc.subject (關鍵詞) English Language Teachingen_US
dc.subject (關鍵詞) Professional Teaching Competence Indicators for Senior High School English Teachersen_US
dc.title (題名) 新北市高中英文教師教學專業能力指標建構之研究zh_TW
dc.title (題名) A study on the development of professional teaching competence indicators for senior high school english teachers in New Taipei Cityen_US
dc.type (資料類型) thesisen
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