Investigating the Orientations of Teachers' Practical Knowledge: A Study of Elementary English Teachers

探究教師實務知識的向度：以國小英語教師為例

10.29847/JNUU.201012.0003

周秋惠(Chiou-Hui Chou)

英語教學 ； 國小英語教師 ； 國小英語教學 ； 實務知識 ； elementary English education ； elementary English teachers ； practical knowledge ； TESOL

聯大學報

7卷2期（2010 / 12 / 01）

41 - 63

英文

過去幾年來小學英語教育在亞洲國家經歷重大變革。隨著教育的變革，小學英語教師的專業知識成長即成為重要的議題之一。近年來，為了探討英語教師如何概念化其課堂教學，英語教學研究學者已開始研究教師的實務知識。然而，在台灣卻少有研究將重心轉往此方向。本研究試圖對教師實務知識之新興議題添加文獻。本研究首先探討國小英語教師實務知識的結構，並進而探究其定位方向。研究採質的研究進行資料的收集，研究中邀請三位任教於三所國小的英語在職教師參與研究。研究資料包含訪談資料、課堂觀察及教師的教學反思日誌寫作。研究結果發現教師實務知識的向度包含個人、經驗、理論、及情境層面。本研究希望對英語教學知識提供有關教師實務知識的結構及發展方面的貢獻。

Over the years, English language education in elementary schools has undergone radical reform in Asian countries. With these changes, elementary English teachers' professional knowledge development has become an important issue. In order to investigate how language teachers conceptualize their classroom practice, TESOL researchers have turned to study teachers' practical knowledge. Yet, few studies have focused on this line of research in Taiwan. This study attempts to add to the emerging literature of teachers' practical knowledge. It first investigated the structures of elementary English teachers' practical knowledge and further explored the orientations of the knowledge. Three elementary teachers participated in this study. A qualitative case study approach was applied to gain access to these teachers' practical knowledge. Data included interviews, classroom observations, and teachers' reflective journals. This study found the orientations of teachers' practical knowledge to be personal, experiential, theoretical, and contextual. It offers insights for EFL language education by providing evidence related to the TESOL knowledge base.

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