影響經驗英語教師專業知識建構之因素分析

教室情境錯綜複雜，爲我使教學活動順利進行，教師必須肩負主導者之責。基於教師專業知識具有隱喻性、脈絡性、經驗性與個殊性等本質，故具體化教師專業知識，強調藉由教師本身的經驗描述，方可掌握經驗之深層意義。有鑑於此，本研究的目的，在於探究技術學院經驗英語教師專業知識建構之影響因素及其內涵，本研究採取焦點團體訪談的方式，透過六次的團體訪談，針對教師教學與生活經驗進行描述性及詮釋性對話，並透過脈絡分析經驗英文教師專業知識建構之影響因素。研究結果顯示，經驗英語教師專業知識之建構受到（一）個人生活史（二）專業學習經驗（三）專業實踐「所持理論」（四）實際教學經驗（五）文化脈絡之五項因素影響。最後本研究提出建議，作爲教師專業發展相關研究之參考。

關鍵字

英語經驗教師；焦點團體訪談；專業知識建構

並列摘要

Effective teaching is critical for the educational process to proceed and the process of teaching is a dynamic activity for unpredictable teaching environment. Teachers play a critical role during teaching activities. The purpose of this study is to investigate the factors and implications of the construction of professional knowledge for college experienced English teachers. Based on the teacher's professional knowledge with the virtues of implication, context, experience, and specialization, the researcher utilized six times of focus groups interviews to make the teacher's professional knowledge explicit. Focus groups' in-depth interviews relied on the description and interpretation of teachers' teaching and life experiences that indicated teachers' personal theories. This research explored the influencing factors through context analyses. The construction of experienced English teacher's professional knowledge was influenced by life history, professional learning experience, espoused theory of teaching practice, practical teaching experience and cultural context. Finally, this research provided several suggestions for professional development of experienced teachers and future studies as well.