期刊專區/ Periodical Section

教師在英語讀書會中的專業發展

Teacher's Professional Development in a Study Group

所屬期刊：	第4卷第1期 「師資培育」 主編：中正大學教育學院講座教授 楊深坑
系統編號：	vol012_04
主題：	師資培育
出版年份：	2008
作者：	黃怡靜
作者(英文)：	Yi-Ching Huang
論文名稱：	教師在英語讀書會中的專業發展
論文名稱(英文)：	Teacher's Professional Development in a Study Group
共同作者：
最高學歷：
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論文頁數：	26
中文關鍵字：	讀書會、教師專業發展、教師學習
英文關鍵字：	English club, teacher’s professional development, teacher learning
服務單位：	中台科技大學應用外語系助理教授
稿件字數：	23672
作者專長：	professional development; educational administration; teacher education
投稿日期：	2007/9/13
論文下載：
摘要(中文)：	此質性研究旨在探討教師讀書會成員對於英文讀書會作為教師學習工具之認知，再者，探討教師對其參與專業成長的讀書會之經驗與其專業發展的關係。這個個案研究使用下列的資料蒐集：（1）非正式之觀察及訪談； （2）團體訪談；（3）半結構化個別訪談，以及（4）文件與記錄。本研究所選定之學校為嘉義市之某國立高中。本研究之參與人員包括了英語教師社團之八位成員，其中包括了五位英語教師，一位化學老師，一位音樂老師及一位輔導老師。八位參與人員之教學資歷從一年到四十年不等，其參與此讀書會之資歷從一年到十七年均有。 雖然這社團主要是提供機會給會員們練習並改善英文，但它是以教師讀書會來運作。特別是這個專業發展活動包括：加強教師之英語學習; 集聚團體想法以改善教師英語教學; 分享教學經驗; 加強教師正面學習以及促進智識發展。這些優點幫助參與者發展內容知識、教學法內容知識、一般教學法知識、促進持續性的學習及認知/智能及理論的發展。
摘要(英文)：	The purpose of this qualitative research was to understand the perceptions of Taiwanese teachers of the effects of a study group on their professional growth in the workplace. This case study employed the following data collection techniques: (1) informal observations and interviews, (2) focus group interviews, (3) semi-structured individual interviews, and (4) documents and records. The site selected for this study was a senior high school in Chia-Yi City in Taiwan. The participants in this study included eight members of the English Teachers Club. The group consisted of five English teachers, one chemistry teacher, one music teacher, and one guidance counselor. Although the focus of this club was to offer opportunities for its members to practice and improve their English, it functioned as a teacher study group. Specifically, the reported benefits of this professional development activity included: fostering teachers’ English learning, gaining ideas for improving classroom English instruction, sharing teaching experiences, stimulating positive dispositions to learning, and fostering intellectual development. These benefits helped participants develop content knowledge, pedagogical knowledge, pedagogical content knowledge, as well as fostering continued learning, cognitive / intellectual development, and theoretical development.
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