線上學習社群與職前英語教師專業發展

Online Learning Communities and English Student Teachers' Professional Development

10.7038/JETP.201506_(31).0001

周啟葶(Chit-Ting Chou)；黃玟君(Wen-Jiun Huang)

職前英語教師 ； 線上學習社群 ； 教師專業發展 ； student teacher ； online learning community ； teacher's professional development

教育理論與實踐學刊

31期（2015 / 06 / 01）

1 - 32

繁體中文

本研究旨在了解六位國小職前英語教師透過線上學習社群提升教師專業發展的情形。研究採用內容分析法和質性研究法，資料蒐集包括訪談、教學觀察、錄影、網路上發表的文章和互動言談。研究結果發現：(1)線上社群成員的文章主要是分享教案、教學經驗，和分享輔導學生的問題；(2)線上學習社群能提升實習教師在教學信念、教學策略、教學知識和資訊科技運用能力四方面的發展；(3)影響職前教師專業發展的因素為教學經驗和資源的分享、同儕回饋與支持，和個人反省性思考。本文根據研究發現提出對建置線上學習的社群、實習教師、師資培育單位及未來研究之建議。

This study is aimed at understanding how six elementary school student teachers enhanced their professional development through an online learning community. In this study, the researchers employed content analysis and qualitative research methods to collect various data, including interviews, classroom observations, video recordings, statements/articles shared on the Internet, and interactive discussions. The findings showed that (1) discussions on the online community primarily centered on sharing lesson plans, teaching experiences, and sharing student-related issues. (2) the online learning community enhanced the student teachers' development in terms of teaching beliefs, teaching strategies, pedagogical knowledge, and information technology proficiency capabilities; and (3) factors affecting student teachers' professional development were teaching experience and resource sharing, peer feedback and support, and personal reflection. Finally, based on the findings of this study, the researchers made recommendations for online learning community developers, student teachers, teacher education institutes, and future studies.

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