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題 名 | Fostering Online Professional Development between EFL Preservice and Inservice Teachers: Affordances and Challenges=增進職前與在職英語教師之網路專業成長:可行面與挑戰面 |
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作 者 | 劉美惠; | 書刊名 | 英語教學 |
卷 期 | 38:2 2014.夏[民103.夏] |
頁 次 | 頁29-64 |
分類號 | 522.4 |
關鍵詞 | 英語師資培育; 網路專業成長社群; 英語教師; English teacher education; Online professional development community; EFL teachers; |
語 文 | 英文(English) |
中文摘要 | 本文探究增進職前與在職英語教師網路專業成長之可行面與挑戰面。來自不同學校之17位職前教師與6位在職教師共同參與網路討論社群以期增進彼此之知識建構與專業成長。透過多重資料之蒐集與分析,此為期10個月的研究結果顯示,當教師們愈加投入參與此網路專業學習社群時,其愈能激發彼此建構專業知識之潛力;因為當職前教師逐漸探索教學議題時,在職教師則進而整合所討論之相關內容。儘管教師們發展其較高層級的專業知識有限,大部分教師在此社群中親身經歷了成員彼此之間的互動與合作、反思自我教學、以及獲得精神支持;然而,部分教師似乎因個人考量或某些困難而無法經常加入此專業社群之學習。此結合職前與在職教師相互學習的模式,提供英語教師對其專業成長能更深入地洞察與了解。論文最後提出師資培育者應注意之教學議題與建言。 |
英文摘要 | This study explored affordances and challenges when fostering online professional development between English as a foreign language (EFL) preservice and inservice teachers. Seventeen EFL preservice and six EFL inservice teachers at different schools were involved in a web-based asynchronous discussion board that promoted knowledge construction and professional growth. Multiple data sources from this 10-month investigation revealed the potential of enhancing knowledge construction between individuals at the cross-tiers as they increasingly engaged with this online professional learning community. The preservice teachers gradually explored teaching issues and the inservice teachers became devoted to integrating the information being shared. Most teachers reported that they experienced collaborative interaction, reflective practice, and emotional support that impacted upon their instructional ideas and/or practice; despite limitations regarding deeper levels of knowledge construction. Several concerns or difficulties seemed to hamper some teachers from frequently joining the community. This cross-tier partnership offered insights and understanding for EFL teachers about their professional growth and how they dealt with pedagogical implications and issues. |
本系統中英文摘要資訊取自各篇刊載內容。