Construction of Teacher Knowledge: Learning to Teach EFL at the Elementary Level

Wen-Hsing Luo

《語文學報》 11期 (2004/12) Pp. 259-287

https://doi.org/10.6760/YWHP.200412.0259

摘要

此研究探討國小英語教學所須具備知識的本質以及在職教師和職前教師建構此類知識的過程。藉由從四位在職教師和四位職前教師所收集而得的實證資料，此研究嘗試探究教師在學習國小英語教學中的經驗和想法。研究結果顯示在職教師強調由經驗而得來的知識以及從工作中學習，而職前教師則重視理論知識在實際教學的應用。此研究並提出改進國小英語是由資教育之建議。

關鍵字

EFL ； 教師知識 ； 在職教師 ； 職前教師 ； 教師發展

並列摘要

The present study examines the nature of knowledge for teaching EFL (English as a Foreign Language) at the elementary level, and the processes how the knowledge of this kind is constructed by practicing and pre-service teachers alike. Using empirical data gathered from four practicing teachers and four pre-service teachers, this study attempts to gain insights into the teachers' experiences and thoughts about learning to teach EFL in Taiwanese elementary school classrooms. Results of data analysis indicate that the practicing teachers emphasized the role of experiential knowledge and learning on the job, while the pre-service teachers looked for the applications of theoretical knowledge to teaching practice. Implications for EFL teacher education and teacher knowledge are discussed, which include (a) a search for the core of elementary EFL teacher education; (b) the development of pedagogical reasoning and specialized thinking skills in teachers; (c) a collaborative and constructivist approach to EFL teacher education; and (d) a reevaluation of knowledge in teacher education. (word count: 161)

並列關鍵字

EFL ； teacher knowledge ； practicing teacher ； pre-service teacher ； teacher development

參考文獻

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