Fostering Pre-service Teachers' Critical Perspectives through an Inquiry-based Curriculum

藉由探究課程養成職前英語教師批判觀點之研究

10.7109/HKEJ.201104.0067

曾月紅(Yueh-Hung Tseng)

職前教師教育 ； 批判觀點 ； 外語的教與學 ； pre-service teacher training ； critical perspective ； foreign language teaching and learning

Hwa Kang English Journal

17卷1期（2011 / 04 / 01）

67 - 94

英文

本研究探討如何透過課程以養成職前教師之批判觀點和立場。研究問題包括在探究課程中，職前教師批判的觀點如何產生？這些觀點為何？過程為何？研究者因此將探究課程應用於任教之職前英語教師的「大學英語教材教法」課程中。研究者設計課程，並擔任授課教師。在課堂上所收集到的資料包括：每一課堂的錄影帶和錄音帶，參與本研究之職前教師的訪談紀錄，其課堂作業和各種省思以及研究者本身的省思札記（亦即研究者的觀察和洞識記錄）。 研究結果發現這些職前教師對於每一英語教學方法是否讓學生有公平受教權產生了不同角度之批判觀點，他們並省思該教學方法中所呈現的師生的權力關係故對外語教育採取批判立場。本研究具重要性，因提供職前教師機會省思外語教學方法的品質、公平性，故有助於其發展批判觀點和改變當前外語教育之迷思。

This research examines the perspectives and stances that pre-service teachers take as a result of using an inquiry-based curriculum (Whole Language). The questions are: how do pre-service teachers develop critical perspectives through an inquiry-based curriculum, what are these perspectives, and what is the actual nature of the process. The researcher initiated a teacher-based study within which an inquiry-based curriculum was delivered. The data were collected in a college-level foreign/second language teaching methodology course and included videotapes and audiotapes of classes (each class was videotaped and audio taped), interviews with the pre-service teachers, students' artifacts that were done in class and their reflections, and the researcher's reflection journals (which documented her observations and insights). The findings suggest that the pre-service teachers acquired critical perspectives on issues of fairness in assessing knowledge of a foreign language, reflected on power relationships within teaching methods, and took a position on foreign language education as the course progressed. This study is significant because it suggests the opportunities of reflection on the quality and fairness of their foreign language methods, of educational experiences in supporting the development of a critical perspective, and the importance of a commitment to make educational changes.

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