数据加载中.....
|
请使用永久网址来引用或连结此文件:
https://nccur.lib.nccu.edu.tw/handle/140.119/151085
|
| 题名: | 中師與外籍教學助理的英語協同教學：一間偏鄉國小學校之專業實務報告
The co-teaching experience of a local Taiwanese teacher and a native English-speaking teaching assistant: A professional practical report at a rural elementary school |
| 作者: | 徐慧萱
Hsu, Hui-Hsuan |
| 贡献者: | 招靜琪
Chao, Chin-chi
徐慧萱
Hsu, Hui-Hsuan |
| 关键词: | 協同教學
中師與外籍教學助理
反省實踐
Co-teaching
Local English Teacher and English Teaching Assistant
Reflective practice |
| 日期: | 2024 |
| 上传时间: | 2024-05-02 10:28:47 (UTC+8) |
| 摘要: | 協同教學最近幾年，被認為可以透過不同專業的老師提供有效的學習，然而，較少研究著重在中外師在同一班級的協同教學過程。本文聚焦在2022-2023那一年在一所偏鄉小學實施的傅爾布萊特計畫中師以及外籍教學助理的協同教學互動。資料蒐集來自協同教師的反省回顧。透過兩位老師的教學反思，重要事件呈現老師間如何協同以及合作。此專業實務報告發現（1）中師以及外籍教學助理因為一開始不清楚的、尚未經過協商討論的協同教師身分定位，而產生兩位老師各自存在不同的期待及認知，因此也面臨較多困難以及底層思考衝突。（2）根據學生在課堂的反應，兩位老師不斷的調整教學方式，也互相協調理解中外不同的教學環境有不同的現實面，最後慢慢建立默契和達到協同教學的核心。
Co-teaching, in which teachers with different expertise provide students with multiple learning experiences, has been popular in many Taiwanese elementary schools in recent years. However, there is little focus on the process of how a native speaker teacher and a non-native teacher cooperate in teaching the same class. This report looks into the interaction between the two co-teachers at a rural elementary under a co-teaching Fulbright program in 2022-2023. The data was collected from the reflective dialogues between co-teachers. Through the co-reflections, the critical events are illustrated to present the process of how co-teachers worked with each other. Two themes have been revealed in this report: (1) the tensions between co-teachers, including how the two co-teachers overcame the difficulties with different expectations, and the problem of unclear roles, and (2) the changes and compromises both teachers made during the process of cooperation according to students’ reactions. |
| 參考文獻: | Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34(3), 341-351.
Carless, D., & Walker, E. (2006). Effective Team Teaching between Local and native-speaking English Teachers. Language and Education, 20(6), 463-477.
Chen, C. W.-y., & Cheng, Y.-s. (2010). A case study on foreign English teachers’ challenges in Taiwanese elementary schools. System, 38(1), 41-49.
Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking on the educative process. Boston, MA: DC Heath and Company.
Farrell, T. S. C. (2012). Reflecting on Reflective Practice: (Re)Visiting Dewey and Schön. TESOL Journal, 3(1), 7-16.
Francis, D. (1997). Critical Incident Analysis: a strategy for developing reflective practice. Teachers and Teaching, 3(2), 169-188.
Honigsfeld, A., & Dove, M. (2010). Collaboration and Co-Teaching: Strategies for English Learners
Luo, W.-H. (2013). A Study of discourse in relation to language learning in English classes co-taught by native English-speaking teachers and local teachers in Taiwan. English language teaching, 6(7), 96-109.
Luo, W.-H. (2014). An Inquiry into a Collaborative Model of Teaching English by Native English-Speaking Teachers and Local Teachers. The Asia-Pacific Education Researcher, 23(3), 735-743.
Monteblanco, A. D. (2020). Power Dynamics, Common Pitfalls, and Successful Strategies Associated with Co-Teaching. College Teaching, 69(2), 63-68.
Nix, J.-M. L. (2021). Co-teachers’ perceptions of collaborative EFL teaching: a case study in Taiwan. Asia Pacific Education Review, 22(4), 595-608.
Park, J.-E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44(1), 34-44.
Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12.
Priya, A. (2021). Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110.
Rao, Z., & Chen, H. (2020). Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 41(4), 333-347.
Rao, Z., & Yu, H. (2021). Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context. Language Teaching Research : LTR, 25(5), 778-797.
Schön, D. (1983). The reflective practitioner. London, UK: Temple Smith.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Su, W. (2022). Two Heads Better than One? Exploring the Co-teaching of Intercultural Competence by NES and NNS Teachers. The Asia-Pacific Education Researcher, 31(3), 297-306.
Webster, L., & Mertova, P. (2007). Using Narrative Inquiry As a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching (1st ed.). Routledge.
Woods, P. (1993). Critical Events in Education. British Journal of Sociology of Education, 14(4), 355–371.
York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2005). Reflective practice to improve schools: An action guide for educators. Corwin Press. |
| 描述: | 碩士
國立政治大學
英語教學碩士在職專班
110951012 |
| 資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0110951012 |
| 数据类型: | thesis |
| 显示于类别: | [英語教學碩士在職專班] 學位論文
|
文件中的档案:
| 档案 |
描述 |
大小 | 格式 | 浏览次数 |
|---|
| 101201.pdf | | 725Kb | Adobe PDF | 0 | 检视/开启 |
|
在政大典藏中所有的数据项都受到原著作权保护.
|
