臺灣博碩士論文加值系統

本文探討協同教學對於參與教師之教師效能感的影響，目的在瞭解：1) 協同教學後，參與教師之教師效能感的改變，2) 教師效能感改變的原因 以及3) 教師效能感如何反映在課室教學活動。
本研究對象為一位本地台灣籍英文教師以及一位以英文為母語的外籍教師。這兩位教師在一個學期中，協同教學4個國小4年級的班級，總計共約60個小時的教學時數。本研究採取個案研究方式，資料來源包含問卷調查、研究對象訪談、教師心得、以及課室觀察筆記。
本研究結果顯示第一，除了外籍教師因為中文能力的影響，其效能感在 「學生參與度」一面向降低之外，兩位教師的效能感大體而言皆有提升。 第二， 「主動成功經驗」和「語言說服」是改變研究對象之教師效能感的主要原因。且互信、互重、互相支持，以及敞開心房合作，是建立成功經驗以及和諧的合作關係最重要的關鍵。第三，研究對象在她們的課室教學活動中有許多共通點以及一些不同之處，反映了不同程度的教師效能感。最後，本研究依據研究結果，也提供一些教學上及研究上的建議作為參考。

This study investigated the influence that intercultural team-teaching had on participating teachers’ teacher efficacy. It was designed to examine: 1) change of the participating teachers’ sense of efficacy after team teaching, 2) the reasons responsible for such change, and 3) the reflection of team-teaching teachers’ efficacy beliefs in their classroom practices.
A local English teacher and a native English-speaking teacher participated in this study. Over the semester, the participating teachers team taught four 4th-grade classes that accumulated up to sixty collaborative teaching hours. A case study approach was adopted, and the data was collected from multiple sources— questionnaire survey, interviews, teacher’s reflective notes, and field notes.
The results showed that firstly, both teachers’ sense of teacher efficacy was generally enhanced in team teaching except that the NEST felt less efficacious in the area of student engagement due to her Chinese language ability. Next, mastery experience and verbal persuasion were found to play major roles in shaping participating teachers’ sense of teacher efficacy. Mutual trust, respect, support, and open-mindedness were key to building successful experiences and a harmonious cooperative partnership. Thirdly, the participating teachers shared much in common yet differed in certain aspects of their classroom practices, reflecting different levels of teacher efficacy. Based on the findings, pedagogical implications and research limitations were discussed. Future research was suggested at the end of the study.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i
ABSTRACT (English ) iii
ABSTRACT (Chinese) v
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER 1 INTRODUCTION 1
Rationale for the Study 1
Research Questions 3
CHAPTER 2 LITERATURE REVIEW 4
Teacher Efficacy Research 4
Definition of Teacher Efficacy 4
The Developmental History in the Conceptualization and Measure of Teacher Efficacy 5
The Origins and Consequences of Teacher Efficacy 12
Conclusion 14
ELT at Primary Level 14
Team Teaching between NESTs and NNESTs in EFL Context 16
NESTs V.S. Non-NESTs 19
Summary 21
CHAPTER 3 METHODOLOY 23
Participants and the Setting 23
Instruments 24
Questionnaire 24
Pilot Study 26
Interview Protocol 27
Teacher’s Reflective Log 28
Data Collection Procedure 28
Data Analysis Procedure 29
Quantitative Data Analysis 29
Qualitative Data Analysis 29
CHAPTER 4 RESULTS AND DISCUSSIONS 30
Efficacy Evolvement in Team Teaching 30
Miss Yen’s Efficacy Evolvement 30
Miss Murry’s Efficacy Evolvement 32
Discussion on Miss Yen’s and Miss Murry’s Efficacy Evolvement 34
Sources of Efficacy Beliefs in Team Teaching 35
Miss Yen’s Sources of Efficacy Beliefs 35
Miss Murry’s Sources of Efficacy Beliefs 38
Discussion on Sources of Efficacy Beliefs in Team Teaching 42
Classroom Practices in Team Teaching 34
Miss Yen’s and Miss Murry’s Classroom Practices 34
Discussion on Miss Yen’s and Miss Murry’s Classroom Practices 38
CHAPTER 5 CONCLUSION 41
Main Findings of This Study 41
Teachers’ Sense of Efficacy after Team Teaching 41
Sources of Efficacy Development 41
Reflections of Efficacy Beliefs in Classroom Practices 42
Pedagogical Implications 42
Limitations of the Study 45
Suggestions for Future Research 46
REFERENCES 47
APPENDICES 52
Appendix A Background Information on Teachers 52
Appendix B Teachers’ Sense of Efficacy Scale 56
Appendix C Interview Protocol 58
Appendix D Teacher’s Reflective Log 61

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