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    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。
    本研究採取行動研究法,針對新北市海洋國小(化名)英語教師專業學習社群的中外籍英語教師,進行三個循環的行動方案,透過教師專業學習社群運作在研究場域中推動學習站協同教學,改善中外籍英語教師之協同教學,透過觀察、訪談與文件分析,了解行動方案過程中,有哪些專業成長及省思,與行動方案後,中外籍英語教師在協同教學之「溝通討論」及「協同合作」的改變。研究結果發現:
    (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。
    並根據研究結果,提出建議供學校行政單位、執行中外師協同教學教師、社群領導人及後續研究者做為參考。
    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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