A Case Study of Enhancing Teacher Knowledge

促進教師知識成長之個案研究

10.30171/JYUST.200612.0005

黃怡靜(Yi-Ching Huang)

英文讀書會 ； 教師專業發展 ； 學科內容知識 ； 教學法知識 ； 學科教學知識 ； Englsih Study Group ； Teacher Professional Development ； Content Knowledge ； Pedagogical Knowledge ； Pedagogical Content Knowledge

元培學報

13期（2006 / 12 / 01）

59 - 70

英文

這份質的研究的目的是在於探討在台灣的一所高中內的教師對她們的英文讀書會是一種專業發展的模式的看法。此個案研究採用下列資料收集方法：(1)非正式的觀察與訪談；(2)團體訪談；(3)半結構式的個人訪談；以及(4)有關文件與紀錄。此研究的研究地點在嘉義高級女中的英文讀書會，它的特色是已持續16年以上。此研究的參訪者指出這個英文讀書會的優點包括：(1)學習英文；(2)充實觀點進而改善課堂上英文教學；(3)彼此交換教學經驗；(4)激進正面的學習；(5)促進智識發展；(6)增進友誼。這些優點幫助參訪者發展(1)加強英文因而增進教師的英文學科內容知識；(2)改善教師的一般教學法知識；和(3)改善教師的學科教學知識。這個英文讀書會的經驗顯示出教師在讀書會所引發的一些優點及問題。

The purpose of this qualitative research examined the extent to which Taiwanese educators in one selected high school in Taiwan viewed their English language study group as a professional development activity that contributes to their teaching. This case study employed the following data collection techniques: (1) informal observations and interviews, (2) focus group interview, (3) semi-structured individual interviews, and (4) documents and records. The site selected for this study was the National Chia-Yi Girls’ Senior High School in Chia-Yi City in Taiwan. An important feature of this particular study group, the English Teachers Club, is that it had been in existence for 16 years. Participants in this teacher study group reported the benefits of this professional development activity included: learning English as a foreign language, gaining ideas for improving classroom English instruction, and sharing teaching experiences, stimulating positive dispositions to learning, fostering intellectual development, and socialization and friendship. These benefits, I argue, helped participants to develop content knowledge, pedagogical knowledge, and pedagogical content knowledge. The experiences of the teacher study group revealed some of the successes and problems that the teachers experienced as their involvement in a study group evolved.