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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111681

    Title: 透過教師專業學習社群促進中外籍英語教師協同教學之行動研究
    Other Titles: An action research study on facilitating collaborative English teaching through native and non-native teachers' professional learning community
    Authors: 連美郁;Lien, Mei-Yu
    Contributors: 淡江大學課程與教學研究所碩士班
    陳劍涵;Chen, Chieh-Han
    Keywords: 專業學習社群;中外籍英語教師;協同教學;學習站;professional learning community;collaborative teaching;Native and Non-Native English Teachers;Learning Station
    Date: 2016
    Issue Date: 2017-08-24 23:59:35 (UTC+8)
    Abstract: 英語為世界公民必備的溝通工具,為適應世界潮流與國際化,教育部引進外籍英語教師到公立國中小服務,以協同教學方式參與現場教學,提升本國英語教師教學品質。本研究旨在探討透過教師專業學習社群運作促進中外籍英語教師協同教學之行動方案實施歷程,推動協同教學所遭遇的問題及解決策略,與專業學習社群之行動方案對中外籍英語教師協同教學之影響。
    (一) 透過公開課的實施,促進社群共同目標更明確具體。
    (二) 學習站教學,促使中外師在協同教學角色的改變。
    (三) 社群領導者的功能發揮,影響社群的發展。
    English becomes the essential communicative tool of global citizens. In order to meet the international trend, Ministry of Education (MOE) recruits foreign English Teachers to co-teach with local English teachers in public high school and elementary schools to promote English instruction. The purpose of this study is to investigate the process, conflicts, and resolutions of the action plans on facilitating collaborative English teaching through native and non-native teachers’ professional learning community (PLC) and the influence on collaborative teaching of native and non-native teachers.
    Action research method was adopted in the study. Researcher implemented 3 cycles of action plans to promote station collaborative teaching through native and non-native English teachers’ PLC in Marine Elementary School (Pseudonym), New Taipei City to improve collaborative teaching of native and non-native teachers. Data collected included: observation, interviews, and documents. The researcher got the knowledge of the professional growth and reflection, and the change of communication and collaboration between native and non-native teachers through the action plans. The findings are as following: (1)Open lessons promote the clear objectives of the PLC. (2)Station Teaching facilitates the change of the roles of native and non-native teachers in collaborative teaching. (3)The leadership will influence the development of the PLC.
    According to the findings, the researcher offers the suggestions to the schools, and the co-teachers and to future research.
    Appears in Collections:[Master's Program, Graduate Institute of Curriculum and Instruction] Thesis

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