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題名：教師在英語讀書會中的專業發展
書刊名：教育研究與發展期刊
作者：黃怡靜 引用關係
作者(外文)：Huang, Yi-ching
出版日期：2008
卷期：4:1
頁次：頁83-107
主題關鍵詞：讀書會；教師專業發展；教師學習；English club；Teacher's professional development；Teacher learning
原始連結：連回原系統網址new window
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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。
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.
期刊論文
1.Johnston, B.、Goettsch, K.(2000)。In search of the knowledge base of language teaching: Explanations by experienced teachers。The Canadian Modern Language Review，56(3)，437-468。  new window
2.Feiman-Nemser, S.(2001)。From preparation to practice: designing a continuum to strengthen and sustain teaching。Teachers College Record，103(6)，1013-1055。  new window
3.Hunt, D. E.(1975)。Person-environment interaction: A challenge found wanting before it was tried。Review of Educational Research，45(2)，209-230。  new window
4.Freeman, D.(1989)。Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education。TESOL Quarterly，23(1)，27-45。  new window
5.Reynolds, A.(1992)。What is competent beginning teaching? A review of the literature。Review of Educational Research，62(1)，1-35。  new window
6.Reynolds, A.(1995)。The knowledge base for beginning teachers: Education professionals' expectations versus research findings on learning to teach。Elementary School Journal，95(3)，199-221。  new window
7.Garet, Michael S.、Yoon, Kwang Suk、Birman, Beatrice F.、Porter, Andrew C.、Desimone, Laura(2001)。What Makes Professional Development Effective? Results from a National Sample of Teachers。American Educational Research Journal，38(4)，915-945。  new window
8.Sparks, Dennis、Loucks-Horsley, Susan(1989)。Five models of staff development for teachers。Journal of Staff Development，10(4)，40-57。  new window
9.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
10.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
11.吳政憲(2003)。終身教育理念對教師專業發展的啟示。國教之聲，34(4)，55-59。  延伸查詢new window
12.楊國德(1996)。終生學習與中小學教育改革。台灣教育月刊，551，35-40。  延伸查詢new window
13.Anders, P.,、Richardson, Y.(1991)。Research directions: Staff development that empowers teachers’ reflection and enhance instruction。Language Arts，68(4)，316-321。  new window
14.Caine, G,、Caine, R. N.(2000)。The learning community as a foundation for developing teacher leaders。NASSP Bulletin，84(616)，7-14。  new window
15.Crandall, J.(1993)。Professionalism and professionalization of adult ESL literacy。TESOL Quarterly，27(3)，497-515。  new window
16.Howey, K. R.(1985)。Six major functions of staff development: An expanded imperative。Journal of Teacher Education，36(1)，58-64。  new window
17.Murphy, C. U.(1992)。Study groups foster school-wide learning。Educational Leadership，50(3)，71-74。  new window
18.Rhine, S.(1998)。The role of research and teachers’ knowledge base in professional development。Educational Researcher，27(5)，27-31。  new window
會議論文
1.Pfaff, M. E.(2000)。The effects on teacher efficacy of school based collaborative activities structured as professional study groups。New Orleans, LA。  new window
2.Short, K. G., Giorgis, C.,、Pritchard, T. G.(1993)。Principal study groups andteacher study groups: An interactive and innovative approach to curriculum change。Atlanta, GA。  new window
學位論文
1.趙啟蒼(1999)。嘉義地區中小學推動學校讀書會模式之研究(碩士論文)。國立中正大學。  延伸查詢new window
2.余政峰(1999)。讀書會的團體動力因素之研究(碩士論文)。國立中正大學。  延伸查詢new window
3.陳柏年(2001)。女性讀書會領導人學習與成長經驗之研究(碩士論文)。國立政治大學。  延伸查詢new window
4.楊建華(2002)。桃園縣國民小學學校讀書會實施現況之研究，新竹市。  延伸查詢new window
5.Emery, D. J.(1998)。Teacher and principal attitudes toward study groups as a professional development model(博士論文)。University of Houston，Ann Arbor。  new window
圖書
1.Day, C.(1999)。Developing teachers: The challenges of life long learning。London, UK：Falmer Press。  new window
2.Darling-Hammond, L.(2003)。Teacher learning that supports student learning。Contemporary issue in curriculum。Boston, MA：Pearson Education。  new window
3.Loucks-Horsley, S.、Hewson, P. W.、Love, N.、Stiles, K. E.(1998)。Designing professional development for teachers of science and mathematics。Thousand Oaks, CA：Corwin Press, Inc.。  new window
4.Knowles, Malcolm S.(1976)。The modern practice of adult education。New York：Association Press。  new window
5.Kincheloe, Joe L.(1991)。Teachers as researchers: Qualitative inquiry as a path to empowerment。Falmer Press。  new window
6.Fullan, M. G.(1991)。The new meaning of educational change。Teachers College Press。  new window
7.Grossman, Pamela L.(1990)。The making of a teacher: Teacher knowledge and teacher education。Teachers College Press。  new window
8.歐用生(1996)。教師專業成長。師大書苑。  延伸查詢new window
9.Sparks, D.、Hirsh, S.(1997)。A new vision for staff development。Association for Supervision and Curriculum Development。  new window
10.Ball, D. L., and Cohen, D. K.(1999)。Developing practice, developing practitioners: Toward a practice-based theory of professional education。Teaching as the learning profession: Handbook of policy and practice。San Francisco。  new window
11.Birchark, B, Conner, C., and Crawford, K. M.(1998)。Teacher study groups: Building community through dialogue and reflection。Urbana, IL。  new window
12.Borko, H.,、Putnam, R. T.(1995)。Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development。Professional development in education: New paradigms andpractices。New York：Teacher College Press。  new window
13.Claira, N.,、Adger, C.T.(1999)。Professional development for teachers in culturally diverse schools。Washington, DC。  new window
14.Cramer, G.、Hurst, B.、Wilson, C.(1996)。Teacher study groups for professional development。Bloomington, Indiana：Phi Delta Kappan Educational Foundation。  new window
15.Lieberman, A.(1996)。Practices that support teacher development: Transforming conceptions of professional learning。Teacher learning: New policies, new practices。New York。  new window
16.Meyer, R., Brown, L., DeNino, E., Larson, K., McKenzie, M., Ridder, K.,、Zetterman, K.(1998)。Composing a teacher study group: Learning about inquiry in primary classrooms。New Jersey。  new window
17.Oja, S. N.(1991)。Adult development: Insights on staff development。Staff development for education in the '90s: New demands, newrealities, new perspectives。New York。  new window
18.Resnick, L. B.(1987)。Constructing knowledge in school。Development and learning: Conflict or congruence?。Hillsdale, NJ。  new window
圖書論文
1.Ball, D. L.、McDiarmid, G. W.(1990)。The Subject matter preparation of teachers。Handbook of Research on Teacher Education。New York, NY：Macmillan。  new window
 
 
 
 
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