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題 名 | 由《英語教學》看英語師資教育實務與研究三十年派典演變=Thirty Years of English Teacher Education in Taiwan: Paradigm Shifts in Research as Revealed by English Teaching & Learning |
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作 者 | 招靜琪; 駱藝瑄; 葉惠菁; | 書刊名 | 英語教學 |
卷 期 | 2006專刊2 民95 |
頁 次 | 頁111-132 |
專 輯 | 英語教學三十年之回顧 |
分類號 | 522.4 |
關鍵詞 | 派典演變; 英語教師教育; 教師專業發展; Paradigm shifts; EFL teacher education; EFL teacher professional development; |
語 文 | 中文(Chinese) |
中文摘要 | 本文分析自《英語教學》發刊之1976 年至其三十周年慶之2006 年這段期間,台灣地區英語教師之職前教育與專業培訓模式以及相關研究重心的發展歷程,並指出未來發展之道。以四個時期之1056 篇文章對照國外英語師資教育之模式並探究其中之內容項目。結果顯示,三十年來《英語教學》所反映的台灣地區之英語師資訓練以及專業發展,在研究上,研究人員與學校教師之間的互動距離,從遠到近,由疏到密,反映了全球學界知識論之轉變。根據分析結果以及晚近衛考斯基社會文化論之影響,我們認為合理的下一步研究應該是繼續從合作的角度致力研究,而且從我們的文化資產中尋求觀點。為此,我們提供一個三階段教師學習社群建構模式為例,鼓勵研究人員與教師能夠充份對話,為彼此創造豐富的學習機會,也為社會國家作育英才目標,真正緊密合作。 |
英文摘要 | This study analyzed the changing research paradigms in English teacher education here in Taiwan over the past 30 years. 1056 articles published by English Teaching & Learning between 1976 and 2006 were analyzed to identify changing issues and concerns, with special attention being paid to those articles related to teacher and teacher professional development. Compared with research paradigms discussed in the international research community (e.g., Freeman, 1996), the study shows that the path that we as a field have followed is consistent with the epistemological changes observed in the international research community. For example, in terms of distance between researcher and the researched, there is a tendency to move from far to near, hierarchical to near-peer interaction. Based on the results and the continuous influence of Vygotskian sociocultural theory, a reasonable next step is encouraging more interaction and research collaboration among teachers and teacher educators/researchers and looking for insights from our own cultural heritage. A three-stage learning community model for teacher professional development is then proposed to illustrate how dialogues and collaboration can be encouraged. |
本系統中英文摘要資訊取自各篇刊載內容。