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研究生： 陳瑋瑜
Cheryl Wei-yu Chen
論文名稱： 協同教學之中、外籍英語教師專業成長個案研究
A case study on the professional development of local and foreign English teachers in team teaching
指導教授： 程玉秀
Cheng, Yuh-Show
學位類別： 博士
Doctor
系所名稱： 英語學系
Department of English
論文出版年： 2008
畢業學年度： 96
語文別： 英文
論文頁數： 330
中文關鍵詞： 協同教學 、專業成長 、社會文化理論
英文關鍵詞： team teaching, professional development, sociocultural theory
論文種類： 學術論文
相關次數： 點閱：240  下載：44 
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    • 以社會文化理論(sociocultural theory)為基礎，本質性研究旨在探討參與協同教學(team teaching)的教師之專業成長(professional development)。此研究採用個案研究法，針對四組來自三所新竹市國民小學的中外籍英語新手協同教師，進行一學年的研究。研究結果顯示教師對於協同教學的描述與看法皆不相同，研究者更藉由教師對於協同教學的隱喻(metaphors for team teaching)以及他們認為印象最深刻的教學事件(the most memorable teaching incidents)，進一步了解教師的協同教學經驗和感受。
    大致而言，研究對象認為協同教學有助於他們對教學方法、教室管理技巧、以及外國文化和英語的學習與了解。他們從日常的教學當中，也學習到關於學生特質、學校文化 、以及社會文化的相關知識。而與同事的互動和參與如工作坊與研討會等活動，亦有助於他們的專業成長。本研究亦發現有助於教師成長的因素包括和諧的同僚關係、樂於嘗試新的教學方法、與對於工作的正面態度。而缺乏有效溝通、內向的人格特質、與缺乏教學熱誠皆會阻礙教師的專業成長。
    本研究結果一方面支持教師的專業成長為情境性(the situated nature of teacher learning)與社會性(the social nature of teacher learning)的論點，另一方面也支持「分散性專業知識」(distributed expertise)和Tsui (2003)所主張的「多元專業知識」論點(multiple expertise)。但本研究亦發現協同教學對於促進教師專業成長，效果並不如預期顯著。而因為此研究之研究對象剛開始從事協同教學，便賦予核心成員之重任，因而並無法如「實踐社群」(the community of practice)理論對新成員學習過程所預期的慢慢地從「合理的邊際參與」(legitimate peripheral participation)進展到「完全參與」(full participation)。本研究亦發現，為了充分了解教師成長，研究者需全面考量實踐社群中核心及非核心成員與活動所扮演的角色。最後，根據本研究的發現，研究者提出相關的建言與反省。

    Framed in the sociocultural theory, this case study was designed to investigate teachers’ professional growth as situated in team teaching. The participants were four pairs of Taiwanese and foreign English teachers who were in their first or second year of practicing team teaching in elementary schools in Hsinchu City, Taiwan. Data were collected via multiple qualitative methods in three schools over the course of the 2006-2007 school year.
    Findings of this study suggest that teachers’ description and perception of their experience in team teaching varied. The metaphors they provided for team teaching and the teaching incidents they described as most memorable provide a window to understand their experience. With regard to teachers’ learning, team teachers benefited from collaborating with their partners in different aspects, including teaching ideas, classroom management approaches, and knowledge about the foreign culture and English language. From their daily teaching, many participants also gained more knowledge about the characteristics of their students, the school culture, and the societal context. They also grew from interacting with other colleagues and participating in professional development activities, such as workshops and conferences.
    In this study, many factors were found to facilitate or inhibit the participants’ growth. Evidence suggests that a close collegial relationship is essential for fostering a healthy climate for professional development. Willingness to try different ideas and a positive attitude toward their jobs are conducive to teachers’ learning on the job. On the other hand, lack of effective communication between teachers, introverted personality, and lack of passion for teaching were found to hinder teachers’ growth.
    Results of this study support the situated and social nature of teacher learning, although the team-teaching mechanism did not reach all its potential or promises in terms of triggering teacher learning. They also endorse the concept of distributed expertise and Tsui’s (2003) view that the term “expertise” is best interpreted as encompassing different areas of specialization in a profession. The community of practice (COP) theory predicts that newcomers become seasoned members of a community by progressing from legitimate peripheral participation (LPP) to full participation. However, the socialization of the participants in this study did not follow this predicted process because they were not given the time to start from the peripheral. The findings of this study also suggest that to understand the complex and dynamic nature of teacher learning, the core as well as the non-core practices and members of a COP need to be taken into consideration. To conclude this study, practical implications and directions for future research are offered, along with my personal reflections on the completion of this research project.

    CHAPTER ONE INTRODUCTION 1 Background and rationale 1 Statement of purpose 1 Research questions 8 Significance of the study 8 Delimitations 10 Definitions of important terms 11 CHAPTER TWO FRAMING THE RESEARCH 13 The sociocultural framework 13 A general description 13 Situated learning 14 Community of practice 16 Multiple and distributed expertise 18 Summary 20 Teachers professional development 20 Current conceptualization of teacher image and teacher learning 20 A general review of literature on teachers'professional development 22 Dimensions of teachers’ growth 23 Collaboration as a vehicle for professional development 27 The professional development of novice teachers 29 Team teaching 31 General description of team teaching 31 Team-teaching studies in Japan 36 Team-teaching research in Hsinchu, Taiwan 42 Summary 49 CHAPTER THREE METHOD OF INQUIRY 50 Rationale for the methodology 50 Participant selection 52 Background of foreign teacher recruitment in Hsinchu 52 Criteria and procedures of participant recruitment in this study 53 Profile of research sites and participants 55 My role as a researcher 57 Data collection methods 60 Semi-structured background interviews with teachers 60 Open-ended questionnaire 60 Teacher narrative 61 Semi-structured follow-up interviews with teachers at the end of the first and second semester 62 Semi-structured interviews with teachers at the beginning of the second semester 63 Classroom observation and participation in meetings and school events 64 Fieldnotes and researcher journal 65 Document inspection 65 Semi-structured interviews with English head teachers and school principals 66 Data analysis 66 Establishing trustworthiness of research 69 Triangulation 69 Disconfirming evidence 70 Researcher reflexivity 70 Member checking 71 Prolonged engagement in the field 71 Collaboration 72 The audit trail 72 Thick, rich description 73 Peer debriefing 73 Summary 74 CHAPTER FOUR ANGIE AND MAY 75 Background information 75 The first contact 75 School A—An ICT model school 76 Angie: A novice team teacher from Taipei 78 May: A well-traveled foreign teacher 79 Description and perception of team teaching experience 79 Angie’s definition of team teaching and perception of her role 79 Angie’s hesitation toward team teaching 83 May’s definition of team teaching and perception of her role 84 Angie’s metaphor for team teaching 86 May’s metaphor for team teaching 89 Angie’s most memorable incidents in team teaching 89 May’s most memorable incidents in team teaching 92 May’s view of racism 98 The issue of accent 101 Development in skills and knowledge 102 May’s growth 103 Areas May wanted to improve on 103 May’s gains 103 Angie’s growth 106 Areas Angie wanted to improve on 106 May and Angie’s plan to launch group differentiation instruction 107 Angie’s learning from May 108 Angie’s learning from other colleagues 113 May’s changes in knowledge and perceptions about EFL teaching 114 Angie’s changes in knowledge and perceptions about EFL teaching 116 May’s participation in professional development activities 118 Angie’s participation in professional development activities 121 The effects of participating in my research project 122 Summary 122 Factors for teachers’ professional growth 124 Individual factor which facilitates growth 125 Positive attitude toward new teaching ideas 125 Individual factor which debilitates growth 125 Defensive attitude toward ethnicity 125 Social/Interpersonal factors which facilitate growth 126 A close collegial relationship 126 Conflicts with students 126 Participation in professional development events 127 Social/Interpersonal factor which debilitates growth 127 Intervention of government policies 127 CHAPTER FIVE NANCY AND AMY 128 Background information 128 The first contact 128 School B—An old school with new energy 129 Nancy: A novice English teacher 132 Amy: A novice teacher from South Africa 133 Description and perception of team teaching experience 133 Nancy’s definition of team teaching and perception of her role 133 Amy’s definition of team teaching and perception of her role 135 Nancy’s change in perception of team teaching 136 Amy and Nancy’s perceptions of their communication 143 Nancy’s metaphor for team teaching 145 Amy’s metaphor for team teaching 147 Amy and Nancy’s most memorable incidents in team teaching 148 Development in skills and knowledge 151 Nancy’s growth 151 Areas Nancy wanted to improve on 151 Nancy’s learning from her foreign colleagues 152 Nancy’s learning from her Chinese colleagues 154 Nancy’s experiment with integrating KK phonetic symbols into phonics instruction 155 Nancy’s experiment with introducing graded readers to third graders 158 Amy’s growth 160 Areas Amy wanted to improve on 160 Amy’s learning from Nancy 161 Amy’s negative reaction to Nancy’s experiment with phonics instruction 164 Amy’s reluctance to modify her South African accent for students’ sake 164 Amy’s continued lack of knowledge about students 166 Amy’s feeling that she can’t make a difference in students’ learning 167 Amy and Nancy’s changes in knowledge and perceptions about EFL teaching 168 Amy’s participation in professional development activities 169 Nancy’s participation in professional development activities 170 The effects of participating in my research project 172 Summary 172 Factors for teachers’ professional growth 174 Individual factor which facilitates growth 175 Willingness to try and reflect on new teaching ideas 175 Individual factor which debilitates growth 175 Lack of passion in teaching 175 Social/Interpersonal factors which facilitate growth 176 Support from colleagues 176 Participating in professional development events 177 Social/Interpersonal factor which debilitates growth 177 Lack of effective communication 177 CHAPTER SIX JOYCE AND IVY 179 Background information 179 The first contact 179 School A: A school near the Hsinchu Science Park 180 Joyce: A novice English subject teacher with diverse teaching experiences 182 Ivy: A South African teacher from the JET program 183 Description and perception of team teaching experience 184 Joyce and Ivy’s definitions of team teaching and perceptions of their role 184 Joyce and Ivy’s metaphors for team teaching 185 Joyce’s most memorable incident in team teaching 187 Ivy’s most memorable incident in team teaching 188 Ivy’s perception about communication among teachers 189 Ivy’s self-perception 191 Doubts on Ivy 192 Development in skills and knowledge 194 Joyce’s growth 194 Areas Joyce wanted to improve on 194 Joyce’s gains in the first semester 197 Dr. Lee’s visit and Joyce’s changes 200 Ivy’s growth 204 Areas Ivy wanted to improve on 204 Ivy’s gains 204 Dr. Lee’s role in Ivy’s development 208 Ivy’s inconsistent performance after Dr. Lee’s visit 209 Summary 211 Factors for teachers’ professional growth 213 Individual factor which debilitates growth 214 Introverted personality 214 Social/Interpersonal factors which facilitate growth 214 Authorities’ suggestions 214 Participating in professional development activities 214 Social/Interpersonal factors which debilitate growth 215 Lack of two-way communication 215 Doubts on teachers 215 Ivy’s leaving without notice 215 CHAPTER SEVEN JOYCE CONTINUED HER JOURNEY WITH RACHEL 219 Background information about Rachel 219 The first contact 219 Rachel: A novice team teacher from South Africa 219 Description and perception of team teaching experience 220 Rachel’s definition of team teaching and perception of her role 220 Rachel’s initial observation of her students 221 Rachel’s positive attitude 222 Rachel’s skill in managing students 224 Rachel and Joyce’s metaphors for team teaching 225 Rachel and Joyce’s most memorable incidents in team teaching 227 Joyce’s continued support for team teaching 228 Development in skills and knowledge 229 Rachel’s growth 229 Areas Rachel wanted to improve on 229 Rachel’s gains from leading the dancing group 229 Rachel’s gains from working with people of different cultures 231 Joyce’s growth 231 Joyce’s change in perception of EFL teaching 234 Rachel and Joyce’s participation in professional development activities 235 The effects of participating in my research project 236 Summary 237 Factors for teachers’ professional growth 238 Individual factor which facilitates growth 239 Positive attitude toward living and teaching abroad 239 Social/Interpersonal factors which facilitate growth 240 A close collegial relationship 240 Participating in extracurricular activities 240 Participating in professional development events 241 Social/Interpersonal factor which debilitate growth 241 Lack of regular lesson planning meetings 241 CHAPTER EIGHT CONCLUDING REMARKS 243 Summary of findings 243 Teachers’ description and perception of team teaching 243 Skills and knowledge learned from team teaching 246 Learning from other sources 247 Facilitating and debilitating factors for teachers’professional growth 248 Theoretical implications 249 Situated learning 250 Community of practice 252 Multiple and distributed expertise 256 Practical implications 256 Limitations of the study and directions for future research 261 Personal reflection 262 REFERENCES 266 Appendix A:The recruitment announcement retrieved from the foreign teacher company’s website 284 Appendix B:MOE’s guidelines for recruiting foreign teachers to work in the public school system in Taiwan (in Chinese) 285 Appendix C:Agenda of the training program for newly arrived foreign teachers 287 Appendix D:Program for the 2007 conference on team teaching 288 Appendix E:Background interview protocol with each team teacher 294 Appendix F:Questionnaire on team teaching 295 Appendix G:Prompt for teacher narrative 296 Appendix H:Protocol for the first interview of the second semester (Appendix E & F combined) 297 Appendix I:Protocol for follow-up semi-structured interview (Semester One) with each of the team teachers 298 Appendix J:Protocol for the second interview (Semester Two) 303 Appendix K:Protocol for the interview with teachers (except Ivy and Rachel) conducted at the beginning of the second semester 307 Appendix L:Tentative observation schedule I sent to May and Angie for the first semester 308 Appendix M:Actual observation schedules at the three schools 309 Appendix N:Sample entry in my research journal 314 Appendix O:Interview protocol for the English head teachers 316 Appendix P:Interview protocol for the principals (in Chinese) 317 Appendix Q:Summary of databank 318 Appendix R:The agenda Angie prepared for the teacher meeting on September 12, 2006 322 Appendix S:May’s lesson plan for Grade 5, Week 13, 2006 323 Appendix T:The interview with Jun Liu by Bangkok Post (published in Thailand on Feb. 13, 2007) 324 Appendix U: The weekly teaching schedule (Semester One) which Nancy prepared for Amy 328 Appendix V:Part B of the semester-one final example for Grade 3 at School B (made by Nancy; partly in Chinese) 330 List of Tables Table 1:Team types based on member relationships 32 Table 2:Basic statistics of School A, B. and C 56 Table 3:Basic personal information of the local teachers 57 Table 4:Basic personal information of the foreign teachers 57 Table 5:Factors for Angie and May’s growth 124 Table 6:Factors for Nancy and Amy’s growth 175 Table 7:Factors for Joyce and Ivy’s growth 213 Table 8:Factors for Joyce and Rachel’s growth 239 List of Figures Figure 1:Framework for EFL teacher knowledge 26

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