标题: 以个案研究探讨两位补救教学的英文老师其教学认知和实务
A Case Study of Two English Teachers’Cognition and Practices in a Remedial Program
作者: 石淑华
Shih, Shu-Hua
张静芬
Chang, Ching-Fen
英语教学研究所
关键字: 教师认知;补教教学;师资培育;Teacher cognition;Remedial education;Teacher Education
公开日期: 2010
摘要: 近年来的研究对于教师在第二外语教育上的认知和实务日趋受到重视。由于许多研究指出教师在课堂上的教学决定和实务受到多种因素的影响,其中包括教学知能、教学理论、教学态度、以及教学实施和情境。因此,Borg (2003)将影响教师的认知因素归纳整理为三种范畴:(1)认知和先前语言学习经验 (2)认知和师资培育(3)认知和教学实施和情境。然而,在过去的研究中,以教学实施对教师的认知和其实务影响最为之大。
多数的研究主要探讨在主流教育下,教师所处的教学情境对其认知和实务的影响,然而,以帮助弱势国中学生的补救教学计画,像是课后补救教学,却没有得到同等的注意。再者,过去的研究中,仍以少数几种影响教师认知和实务的因素做为其研究主题,因而未能提供一全盘且完整的教师知能发展。本研究采用Borg (2006)的理论架构(Elements and Processes in Language Teacher Cognition),用来检视两位在台湾北部一个非营利组织之英文教师在参与原住民补教学中,其认知发展和实务间的影响。研究资料经由访谈、课堂观察、以及文件搜集汇整而成。所搜集资料经由修改后的Borg其理论架构分析以便厘清教师教学认知、实务、和教学情境三者间的关系。
本研究结果发现两位补救中学的教师其教学认知受到个人先前语言学习经验、师资培育、以及教学实施和情境的影响。这两位教师的先前语言学习经验提供他们一个教学上的蓝图,协助他们课堂上的教学流程。另外,在种种因素影响教师认知和实务下,师资培育对教师的影响最小。原因在于师资培育的过程中,教师其认知并未和教学理论做一连结以及教师对教学情境的改变无法做一适当 的转变。最后,教学现场的情境,像是和上司间的互动、同事的评论、学生课堂上的反应、以及学生家长对教师的看法,皆是影响教师认知和实务的主要原因。
本研究期望能找出英语教师其认知、实务、以及所处环境因素三者间的互动关系。基于研究结果,本研究提出研究结果在教学及师资培育上之意涵,包含教师在其教学情境下的角色和先前的语言学习经验会提升或是阻碍其教学认知和实务以及师资培育必须协助教师将过去学习和教学经验和教学理论做一连结,用以其改变教师认知和让教师将教学理论应用于教学实务之中。因此,本研究建议在学校能够提供辅导老师协助新手老师提早适应其教学情境并促进其教学成长。
In recent years, there has been an increasing interest in the issues of teacher cognition and practices in second language education. Previous studies have indicated that teachers’ decision-making and practice in their language classrooms are highly influenced by a variety of factors, including knowledge, theories, attitudes, and situated context. To embrace the complexity of teachers’ mental lives, Borg (2003) summarized those factors into three categories: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. Researchers, in particular, emphasize that contextual factors play a pivotal role in the implementation of teacher cognition and teaching practices.
While the bulk of studies have explored how teacher cognition is influenced by the contextual factors in mainstream educational systems, remedial education, in particular, after-school programs, which aim to help disadvantaged students in their junior high school, has inexplicably received little attention. Furthermore, previous studies have mainly examined how one or few factors influence teachers’ cognitions. Few studies have attempted to provide a holistic picture of how teacher cognition is developed and shaped. Drawing on Borg’s framework (2006), this current study aimed at examining the interplay of teacher cognition and practices by exploring factors shaping teacher cognition and their practice in remedial education. A qualitative case study approach was adopted to investigate two English teachers’ cognition in a remedial program for aboriginal junior high school students in northern Taiwan. Data were gathered from interviews (formal and after-class interviews with two targeted teachers and interviews with their students), weekly classroom observations, and teaching documents (e.g. syllabus, handouts, and supplementary materials). The collected data was analyzed by Borg’s theoretical framework in order to identify the relations among teacher cognitions, practices, and the contextual factors.
The findings illustrated that first; the two teachers’ cognition in the remedial program was shaped by their personal learning experiences, professional coursework they took, and the context of their teaching. For both teachers, their prior learning experience served as a blueprint, which helped them dominate their initial decision-making in their teaching. Second, the professional training teachers received was found to have a slight impact on their cognitions because the training did not provide teachers with opportunities to make sense of theory and did not help teachers realize the contextual change. Finally, the situated context including their interaction with the administrator, colleagues’ comments, their students’ responses, and students’ parents’ attitudes toward the remedial program were the most distinctive contextual factors influencing the teachers’ cognitions and their practices.
In conclusion, this study helped to gain an in-depth understanding of English teachers’ cognitive development in the remedial program. The results further imply that teachers’ roles in the situated context and their different teaching as well as learning backgrounds could facilitate or hinder their teaching cognition and practices. It is important of teacher education, which should help teachers clarify their past experiences and then integrate in their teaching practices in order to achieve more efficient teaching instructions. The study suggests that remedial institutions should provide mentors to assist novice teachers to build knowledge and skills to deal with practicum teaching context. The pedagogical implications drawn from the study results may help to improve the efficiency of both teacher education and remedial education. Furthermore, teachers’ cognitive development should be focused to facilitate their professional growth.
URI: http://140.113.39.130/cdrfb3/record/nctu/#GT079759505
http://hdl.handle.net/11536/46110
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