- 學位論文
跨階層外語教師合作與科技輔助教學專業成長之研究
A Study on Foreign Language Teachers’ Growth of Technology Integration through Cross-tier Collaboration
摘要
本研究旨在透過跨階層的合作模式提升師培生與在職進修生兩類教師之科技輔助教學專業成長。根據合作學習理論之基礎，10位就讀於國立中正大學英語教學研究所之師培生與五位於鄰近學校任教之在職進修生進行教學合作，共同設計三堂透過電腦輔助之英語教學課程。在這10個禮拜的教學合作中，電腦科技成功地被融入於國小、國中、高中與高職之英語教學課程中。除了國小的班級只有12位學生外，其餘班級皆擁有至少35位學生參與了本次的電腦輔助英語教學課程。本研究之資料蒐集工具為:(1)工作日誌 (2)教案設計 (3)教學影片 (4)個人訪談。 研究結果顯示合作式與目標導向之跨階層教師合作專業發展模式得以提供兩類教師之科技使用專業成長。透過小組合作、反省思考與專業探討，參與者們得以設計方便學生使用、理解並吸收之電腦輔助教材，有效地提升教師效能與促進學生本位教學。心理方面，在職進修生大幅提升了對使用電腦輔助教學的信心，願意並期待在往後的教學中持續設計並使用對學生有幫助之科技教材與工具。此外，師培生則藉由實際參與教學行動而提升了其對電腦輔助教學理論之理解，並對現實教學情境有了更深層與全方面的了解，使其能更成熟與實際地設計與實施科技輔助建構式教學課程。
關鍵字
無資料並列摘要
The current project aims to promote per-service teachers (PSTs) and in-service teachers’ (ISTs) development of professionalism in integrating classroom technology into foreign language instructions. Building upon collaborative learning, total five teams, each with two PSTs from the MA TEFL program in CCU partnering with one IST in local schools, designed and implemented three co-teaching sessions with the support of technology. During the 10-week cross-tier collaboration, the professional intervention smoothly blended in the existing school curriculum of all range: elementary, junior and senior high schools. Each class had at least 35 students participated in the technology-enhanced instruction except the elementary school which only had 12 students in the class. Data were collected from participants’ biweekly worklogs, lesson plan designs, teaching videos and interview data. The findings indicated that a collaborative and goal-oriented learning community with mutual benefits and equal power relations among members would elicit reflective learning through professional conversation. The cross-tier collaboration elevates teachers’ professionalism in selecting and incorporating user-friendly technology into foreign language teaching. At the end of the project, all ISTs took positive attitude toward classroom technology and their ability to use it judiciously. In addition, PSTs had better understanding of different classroom technologies and how to use them to facilitate constructive teaching practices.