Collaboration in Teaching General English in College: A Case Study

合作教學在大學英文教學之運用：個案研究

10.7049/JCHCTC.201210.0069

黃美金(Lillian M. Huang)；莊維貞(Wei-Chen Chuang)；郭壽旺(Tony Kuo)；曾春鳳(Chun-Feng Tseng)；湯河松(Her-Song Tang)

教師合作 ； 情感凝聚 ； 教學改進 ； 專業成長 ； 個別差異 ； teacher collaboration ； emotional engagement ； teaching improvement ； professional development ； diversity

健行學報

32卷4期（2012 / 10 / 26）

69 - 90

英文

晚近「合作」的概念已廣泛被運用在許多領域中，其中也包括了英語教學。本論文為一個案研究，探討臺灣某大學之英文教師如何藉由「合作」模式教授英文，參與成員進而達到情感凝聚、教學改進、及專業成長之效。另外，本研究也驗證了「合作」模式要想成功需奠基於某些要素，如：共同目標、參與者平等關係、共同參與及決定、共同為結果負責、共享資源、自發性。不過，本研究也指出參與「合作」模式之成員，在合作教學過程中，未必全都會表現出相同的正面、自發性行為；尊重成員之個別差異自有其必要性。

It is noticeable that the notion of collaboration has been actively put into practice and has become more widely utilized in different disciplines, including English teaching. This paper presents a case study of college instructors' collaboration in teaching general English in Taiwan, resulting in their emotional engagement, teaching improvement, and professional development. However, since successful collaboration is based on conditions such as mutual goals, participants' parity, responsibility for participation and decision making, responsibility for outcomes, sharing resources, and voluntary, it is not surprising that the positive self-generated behaviors taken shape in the process and their induced effects were not observed in all the participants. It would be improper to assume that self-generated positive behaviors will become prevalent among the participants in any co-teaching context. It is thus necessary for participants to recognize variance and to respect diversity in any collective and collaborative work.