協同教學對於教師認同之形塑:兩位台灣職前教師之探索研究

Exploring EFL Taiwanese Pre-service Teachers' Identity Formation through Team Teaching: An Exploratory Practice

謝秉勳(Ping-Hsun Hsieh)

指導教授 ： 王惠芝

中原大學/人文與教育學院/應用外語研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00100

摘要

台灣教育部表示，由於低生育率，導致約67萬787之流浪教師快速衍生。因此，職前教師必須快速發展教師自我的認知及修正於教學中的態度。在英語系國家，已有多位學者研究於正式教師(in-service teachers)及第二職涯為教師(second-career teachers)自我認同的形塑，及多位學者也致力於英語為母語教師(native)及英語非母語教師(non-native)協同教學對學生學習的影響之研究。
因此，本研究旨為探究兩位台灣英語職前教師透過協同教學對自我認同之形塑。本研究採質性研究方法，以個案研究方式，兩位職前教師根據先前的教學經驗之選用及參與一年實習教學並透過協同教學方式進行。英語教學以探索研究(Allwright, Exploratory Practice)作為本研究之研究框架來蒐集職前教師的反思日誌(reflections)、研究者課堂觀察記錄(observation notes)與職前教師之深入訪談(in-depth interviews)，及採用實踐社區理論(Wenger, Community of Practice)為分析架構。透過內容分析法(Content analysis)來呈現質性分析之結果。
研究結果顯示透過協同教學，兩位英語職前教師對於自我角色為教師認知的提升，並且增加對教學的認知、課程設計技巧及教室管理之方法。此外，兩位英語職前教師的先前學習及教學的經驗、環境及學生之回饋影響自我認同之發展。

關鍵字

教師自我認同形塑 ； 探索研究 ； 協同教學 ； 實踐社區理論

並列摘要

According to the recent report of Ministry of Education in Taiwan (MOE), a total of 67,787 vagabond teachers rapidly emerged due to the lower birth rate (Su, 2012). In this case, pre-service teachers need to quickly develop the awareness of becoming a teacher and modify their attitude on language teaching. A number of studies have explored on in-service or second-career English teachers’ identity formation in the EFL context (e.g., Kwan & Lopez-Real, 2010; Trent & Gao, 2009) and have laid the emphasis on native and non-native teachers collaboratively help students’ learning (Carless, 2006; Tajino & Tajino, 2000). This study intends to fill the gap in the existing literature by exploring Taiwanese EFL pre-service teachers’ identity construction through team teaching. This study was conducted as a qualitative study; two teachers were selected based on their prior teaching experiences and they engaged in a teaching practicum through team teaching for one year. Exploratory Practice (Allwright, 2003) was used as a theoretical guide collection of multiple data sources. The theory of Communities of Practice (CoP, Wenger, 1998) was adopted as the analytical framework, which was concerned with participation, reification and negotiation of meaning. Qualitative data analysis was demonstrated by means of content analysis. The main data sources include participants’ reflections, interview transcripts and observation notes. Results of data analysis revealed that pre-service teachers developed higher level of awareness of becoming a teacher; moreover, pre-service teachers also received some knowledge of English teaching, the skills of course design and the ways of classroom management through team teaching. In addition, pre-service teachers’ identity was found to be influenced by previous learning or teaching experiences, contexts and students’ reactions.

並列關鍵字

Community of Practice ； team teaching ； Exploratory Practice ； teacher identity formation

參考文獻

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