English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 96163/126772 (76%)
Visitors : 32203271      Online Users : 334
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/33431


    Title: 英語教學在職碩士班對高中英文老師影響之研究
    A Study on the Influence of In-svice English Teaching Graduate Programs on Senior High School English Teachers
    Authors: 黃素端
    Huang,Su Duan
    Contributors: 尤雪瑛
    Yu,Hsueh ying
    黃素端
    Huang,Su Duan
    Keywords: 在職進修
    研究所
    高中英文老師
    專業態度
    專業知能
    教室實務
    in-service
    graduate programs
    senior high school English teachers
    professional attitudes
    professional knowledge
    classroom practice
    Date: 2007
    Issue Date: 2009-09-17 16:34:36 (UTC+8)
    Abstract: 教師的專業發展是提昇教師品質的關鍵,它包含職前的師資教育以及在職的教師進修。在臺灣,為了倡導英文教師的終身學習,在職英語教學碩士專班在民國八十八年成立。
    本研究旨在探討在職英語教學碩士班對高中英文老師的影響。研究方法包含問卷,訪談及教室觀察。問卷調查部分,所使用的問卷是研究者根據文獻及三所在職英語教學碩士專班課程內容所編製的,目的在於瞭解進修教師對於在職英語教學碩士專班對他們的專業態度,專業知能及教室實務影響的自我認知。問卷調查採全國普查,有九十八所學校回函,有效問卷為一百零九份。教室觀察的部分則對兩組教師的教學進行觀察、錄影、分析及比較。這兩組教師來自同一所高中,第一組的兩位教師有在職英語教學碩士班進修的經驗,另一組的兩位教師則無。
    本研究的重要發現為:
    1. 在專業態度方面,在職英語教學碩士班增強了進修教師嚐試新教學法的動機,
     提高了他們的專業自信及教學熱忱,並增強了他們參與進修活動的動機。
    2. 在專業知能方面,進修教師在本身的讀寫能力及語法、構詞及言談分析等語言
     知識獲益最多。
    3. 在教室實務方面,專業知能的充實非常有助於進修教師應用新的教學技巧於字
     彙、語法、閱讀和寫作的教學,並有助於他們採用更多樣的教學資源及材料。
    4. 運用進修所得知識於教學中讓具有在職英語教學碩士班進修經驗的教師在教
    學上和不具此經驗的教師有所不同。
    此研究結果對進修在職英語教學碩士班與改進英文教學方式之間的關係具有豐富啟示,是值得投注更多關注與研究的領域。

    關鍵字: 在職進修  研究所  高中英文老師  專業態度  專業知能
        教室實務
    Teachers’ professional development is the key to teacher quality. It encompasses pre-service teacher education and in-service teacher training. In Taiwan, in an effort to promote English teachers’ continual learning, in-service English teaching graduate programs were started in 1999 in place of what was called "Forty-Credit Program".
    This study aims to investigate the influence of the in-service English teaching graduate programs on senior high school English teachers. Three methods, questionnaire survey, interview, and classroom observation, were used. In the part of questionnaire survey, a questionnaire was designed to elicit participants’ self-perceptions of the influence the in-service English teaching graduate programs have on their professional attitudes, professional knowledge and classroom practice. Then, a general survey was conducted island-wide. Ninety-eight schools responded with 109 valid questionnaires. Follow-up phone interviews were conducted with seven willing respondents to further explore how they apply their new knowledge to their teaching. Regarding the classroom observation, two groups of English teachers from the same school participated in this part of study. In the first group were two teachers with the in-service English teaching graduate program experience while in the second group were two teachers without the experience. The teaching of one lesson conducted by the four teachers were observed, video-taped, analyzed, and compared. Face-to-face interviews were conducted with each teacher after the observational data were collected. The purpose of the interview was to know the reasons why they adopted current ways of teaching.
    This study has the following important findings. Firstly, in terms of

    professional attitudes, the in-service programs affect participants most in their motivation to try out new teaching methods, professional confidence, enthusiasm for English teaching and motivation to partake in in-service training activities. Secondly, in the aspect of knowledge about the English language, participants benefit from the programs the most in their own reading and writing ability as well as in knowledge of syntax, morphology, and discourse analysis. Thirdly, with regard to classroom practice, the enrichment of professional knowledge helps a lot in participants' application of new techniques to their instruction of vocabulary, grammatical structure, reading and writing. It also contributes to participants’ use of varieties of learning resources and materials. Lastly, the application of the new knowledge leads to the differences between teachers who have the in-service English teaching graduate program experience and those who do not.
    These findings have rich implications for the relationship between in-service English teaching graduate programs and the improvement of English teaching practice of senior high school English teachers, an area well worth more attention and research.
    Key words: in-service graduate programs senior high school English teachers
    professional attitudes professional knowledge classroom practice
    Reference: Bailey, M. K. (2001). Teacher Preparation and Development. In Duff. A. P & Bailey M. K. (Ed.), Identifying research priorities: Themes and directions for the TESOL international research foundation. TESOL Quarterly, 35,609-611.
    Belzer, A. (2003). Toward broadening the definition of impact in professional development for ABE practitioners. Adult basic education 13 (1), 44-59.
    Best, W. J. & Kahn, V. J. (1998). Research in Education ( 8th ed.). Boston, MA: Allyn and Bacon.
    Brown, H. D. (2001). Teaching by Principles: An interactive approach to language pedagogy (2nd Ed.). White plains, NY: Addison Wesley Longman.
    Collinson, V. (1994). Teachers as Learners: Exemplary Teachers’ Perceptions of Personal and Professional Renewal. San Francisco, CA: Austin & Winfield.
    Collinson, V. & Ono, Y. (2001). The Professional Development of Teachers in the United States and Japan. European Journal of Teacher Education, 24 (2), 223-248.
    Calderhead, J. (1988). The development of knowledge structures in learning to teach. In J. Calderhead (Ed.), Teachers’ Professional Learning. Sussex:Falmer Press.
    Chang. J. P. (2003). A study on the current state, attitude towards and perceived effectiveness of in-service training among high school teachers. Unpublished master’s thesis, National Changhua University of Education, Taiwan.
    Chang, S. F, Ting, C. J. & Hung, L. Y. (1996). A review on the teacher education and teachers’ in-service training system. Taipei: Educational reform and consultation committee of the Executive Yuan.
    Chang, S. N. (2002). Elementary school teachers' motivations for continuing in-service education and teacher professional development. Unpublished master’s thesis. National Taitung Teachers’ College, Taiwan.
    Chen, C. M. (2003). Senior high and vocational continuation schools survey of teachers'' continual education. Unpublished master’s thesis, National Taitung Teachers’ College, Taiwan.
    Chen, C. S. (2003). Curriculum reform and teacher education. In-service Training Information. 20, (2), 62-67.
    Chen, K. H. (1998). The retrospect and prospect of the changes in the teacher education system of our nation. Taiwan Education, pp246.
    Chen, S. T. (2004). The Motivations for In-service Education and Professional Development of In-service Teachers with Master Degree of Teaching in Science from Three National Normal Universities. Unpublished master thesis. National Taiwan Normal University, Taipei.
    Chiu, C. W. (1998). The Direction of Reform of Teacher Education in the 1990’s. Taiwan Education, pp38.
    Craft, A. (2000). Continuing Professional Development : A Practical Guide for Teachers and Schools. London: RoutledgeFalmer.
    Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership, 55( 5), 6-9.
    Darling-Hamond, L., & Spykes, G. (Eds.). (2000). Teaching as a learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
    Darling-Hammond, L. (2001). Standard setting in teaching: Changes in licensing,
    certification, and assessment. In V. Richardson (Ed.), Handbook of research
    on teaching (4th ed.,). Washington: American Educational Research Association.
    Darling-Hammond, L., LaFors, J, & Snyder, J. (2001). Educating teachers for California’s future. Teacher Education Quarterly, 28(1), 9-13.
    Drakenberg, M. (2001). The professional development of teachers in Sweden. European Journal of Teacher Education, 24 (2), 203.
    Day C. (1999). Developing teachers: The challenges of lifelong learning. London: The Falmer Press.
    Educational reform consultation committee of the Executive Yuan. (1996). The overall consultation report of educational reform. Taipei: Educational reform consultation committee of the Executive Yuan.
    Elbaz, F. (1983). Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.
    Freeman, D. (2001). Teacher learning and student learning in TESOL. In Duff. A. P & Bailey M. K. (Ed.), Identifying research priorities: Themes and directions for the TESOL international research foundation. TESOL Quarterly, 35,608-609.
    Galen, J. A. V. & Silins, V. (2001). Juxtaposing practice, research and theory: a course for in-service teachers. Education Quarterly. 28(2);81-96.
    Grossman, P. (1990). The Making of a Teacher. New York: Teachers College Press.
    Hall, J., Benninga , J. & Clark, C. (1983). A comprehensive approach to the in-service training of teachers. Bulletin, 67 (461), 17-21.
    Hu, G. (2005). Professional development of secondary EFL teachers: Lessons from China. Teachers College Record, 107, 654-705.
    Huang, B. H. & Chen, K. H. (1996). A preliminary study on the major problem of teacher supply under senior high school level. Taipei: Educational reform consultation committee of the Executive Yuan.
    Kirby, D. L. (2006). Achieving Balance in Graduate Programs: Negotiating Best Practices. English Education, 39 (1), 5-9.
    Knight, P. (2002). A systematic approach to professional development: Learning as practice. Teaching and Teacher Education, 18, 229-241.
    Kramer, P. A. (2003). The ABC’s of Professionalism. Kappa Delta Pi Record, 40 (1), 22-25.
    Kutner, M., Sherman, R., Tibbetts, J., & Condelli, L. (1997). Evaluating professional development: A framework for adult education. Washington, D.C.: Pro-Net, Pelavin Research Institute. Retrieved November 3, 2003 from http://www.nrs.web.org/reports/evalmon.pdf
    Liang, J. (2003). Models of NNEST’s Teacher Development: Rethinking the NS/NNS Dichotomy. NNEST Newsletter, 5 (2), 1-4.
    Lin, H. H. (2007). A Research about the current condition in the Master’s program for the full time teachers in Taitung--A Case Study in the University of Taitung. Unpublished master thesis. National Taitung University, Taiwan.
    Little, J. W. (1982). Norms of collegiality and experimentation: workplace conditions of school success. American Education Research Journal, 19, 325-340.
    Mertens, Donna M. (1998). Research Method in Education and Psychology: Integrating Diversity with Quantitative &Qualitative Approaches. CA: Sage. publications, Inc.
    Ministry of Education. (1995). Educational Report of Republic of China: The Prospect of Education in the Twenty-First Century. Taipei: Ministry of education.
    Muchmore, J. A., Marx, G. E., & Crowell, R. A. (2002). Beyond a rite of passage: Initiating an alternative master’s degree program. The Teacher Educator, 38(1), 16-33.
    Nunan, David. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
    Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. Newbury park, CA:Sage.
    Peshkin, A. (1993). The Goodness of Qualitative Research. Educational Researcher, 22(2), 23-9.
    Polk J. A. (2006). Traits of Effective teachers. Arts Education Policy Review, 107 (4), 23-29.
    Richards, Jack C. and Rogers, Theodore S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
    Richards Keith. (2003). Qualitative Inquiry in TESOL. New York: Palgrave Macmillian.
    Richardson, V., Anders, P. L. (1994). The study of teacher change. In Richardson , V. (Ed.) Teacher change and the staff development process: a case in reading instruction (pp.159-180). New York: Teachers College Press.
    Slavin, R. E. (1992). Research Methods in Education (2nd ed.). Boston, MA: Allyn and Bacon.
    Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Oxford, OH: National Staff Development Council.
    Sparks, D., & Loucks-Horsley, S. (1990a). Models of staff development. In R. Houston (Ed.), Handbook of research on teacher education (pp.234-250). New York: Macmillan.
    Sparks, D., & Loucks-Horsley, S. (1990b). Five Models of Staff Development. Oxford, OH: National Staff Development Council.
    Su, S. F. (2003). A Study on English Instructional Innovation in Taiwan Junior High Schools--Exploring the Status Quo and Feasible Coping Strategies. Unpublished doctoral dissertation. National Taiwan Normal University, Taipei.
    Tallerico, M. (2005). Supporting and sustaining teachers’ professional development: A principle’s guide. CA: Sage.
    Tamir, P. (1991). Professional and personal knowledge of teachers and teacher educators. Teaching & Teacher education, 7 (3) 263-268.
    TESOL (2003). TESOL (Teachers of English to Speakers of Other Languages, Inc.)/NCATE (National Council for Accreditation of Teacher Education) Program Standards: Standards for the accreditation of initial programs in P-12 ESL teacher education. Alexandria, VA: Author.
    TESOL (2006). China English as a Foreign Language Project. Retrieved 2006, from http://www.tesol.org/s_tesol/seccss.asp?CID=366&DID=1983
    Tom, A. (1999). Reinventing master’s degree study for experienced teachers. Journal of Teacher Education, 50(4), 245-249.
    Tsui, A. B. M. (2003). Understanding expertise in teaching . Cambridge: Cambridge University press.
    Tu, M. F. (2004). A Study on Ways of In-service Training and Perception of Professional Growth of Elementary School Teachers in Cha-in County. Unpublished master thesis. National Chiayi Univerity, Taiwan.
    Wen, S. H. (2004). The Study on Elementary School Teachers’ Satisfaction Level of Effectiveness of In-service Training. Unpublished master thesis. National Chiayi Univerity, Taiwan.
    Wilkinson, D. & Brimingham, P. (2003). Using Research Instruments: A Guide for Researchers. London: RoutledgeFalmer.
    Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways’ of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring Teacher Thinking (pp.104-124). London: Cassell.
    Yi. H. C. (2005). The Influence of In-service Further Education on Professional Development for Junior High School Teachers in Taichung. Unpublished master thesis. National Chunghua Normal University, Taiwan.
    Description: 碩士
    國立政治大學
    英國語文學系英語教學碩士在職專班
    93951002
    96
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0093951002
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    95100201.pdf42KbAdobe PDF813View/Open
    95100202.pdf13KbAdobe PDF720View/Open
    95100203.pdf19KbAdobe PDF867View/Open
    95100204.pdf72KbAdobe PDF1038View/Open
    95100205.pdf52KbAdobe PDF1122View/Open
    95100206.pdf34KbAdobe PDF911View/Open
    95100207.pdf160KbAdobe PDF873View/Open
    95100209.pdf26KbAdobe PDF795View/Open
    95100210.pdf28KbAdobe PDF1028View/Open
    95100211.pdf148KbAdobe PDF1282View/Open
    95100212.pdf25KbAdobe PDF768View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback