臺灣博碩士論文加值系統

教師的專業發展是提昇教師品質的關鍵,它包含職前的師資教育以及在職的教師進修。在臺灣,為了倡導英文教師的終身學習,在職英語教學碩士專班在民國八十八年成立。
本研究旨在探討在職英語教學碩士班對高中英文老師的影響。研究方法包含問卷,訪談及教室觀察。問卷調查部分,所使用的問卷是研究者根據文獻及三所在職英語教學碩士專班課程內容所編製的,目的在於瞭解進修教師對於在職英語教學碩士專班對他們的專業態度,專業知能及教室實務影響的自我認知。問卷調查採全國普查,有九十八所學校回函,有效問卷為一百零九份。教室觀察的部分則對兩組教師的教學進行觀察、錄影、分析及比較。這兩組教師來自同一所高中,第一組的兩位教師有在職英語教學碩士班進修的經驗,另一組的兩位教師則無。
本研究的重要發現為：
1. 在專業態度方面,在職英語教學碩士班增強了進修教師嚐試新教學法的動機,
　提高了他們的專業自信及教學熱忱,並增強了他們參與進修活動的動機。
2. 在專業知能方面,進修教師在本身的讀寫能力及語法、構詞及言談分析等語言
　知識獲益最多。
3. 在教室實務方面,專業知能的充實非常有助於進修教師應用新的教學技巧於字
　彙、語法、閱讀和寫作的教學，並有助於他們採用更多樣的教學資源及材料。
4. 運用進修所得知識於教學中讓具有在職英語教學碩士班進修經驗的教師在教
學上和不具此經驗的教師有所不同。
此研究結果對進修在職英語教學碩士班與改進英文教學方式之間的關係具有豐富啟示,是值得投注更多關注與研究的領域。

關鍵字: 在職進修　　研究所　　高中英文老師　　專業態度　　專業知能
　　　　教室實務

Teachers’ professional development is the key to teacher quality. It encompasses pre-service teacher education and in-service teacher training. In Taiwan, in an effort to promote English teachers’ continual learning, in-service English teaching graduate programs were started in 1999 in place of what was called "Forty-Credit Program".
This study aims to investigate the influence of the in-service English teaching graduate programs on senior high school English teachers. Three methods, questionnaire survey, interview, and classroom observation, were used. In the part of questionnaire survey, a questionnaire was designed to elicit participants’ self-perceptions of the influence the in-service English teaching graduate programs have on their professional attitudes, professional knowledge and classroom practice. Then, a general survey was conducted island-wide. Ninety-eight schools responded with 109 valid questionnaires. Follow-up phone interviews were conducted with seven willing respondents to further explore how they apply their new knowledge to their teaching. Regarding the classroom observation, two groups of English teachers from the same school participated in this part of study. In the first group were two teachers with the in-service English teaching graduate program experience while in the second group were two teachers without the experience. The teaching of one lesson conducted by the four teachers were observed, video-taped, analyzed, and compared. Face-to-face interviews were conducted with each teacher after the observational data were collected. The purpose of the interview was to know the reasons why they adopted current ways of teaching.
This study has the following important findings. Firstly, in terms of

professional attitudes, the in-service programs affect participants most in their motivation to try out new teaching methods, professional confidence, enthusiasm for English teaching and motivation to partake in in-service training activities. Secondly, in the aspect of knowledge about the English language, participants benefit from the programs the most in their own reading and writing ability as well as in knowledge of syntax, morphology, and discourse analysis. Thirdly, with regard to classroom practice, the enrichment of professional knowledge helps a lot in participants' application of new techniques to their instruction of vocabulary, grammatical structure, reading and writing. It also contributes to participants’ use of varieties of learning resources and materials. Lastly, the application of the new knowledge leads to the differences between teachers who have the in-service English teaching graduate program experience and those who do not.
These findings have rich implications for the relationship between in-service English teaching graduate programs and the improvement of English teaching practice of senior high school English teachers, an area well worth more attention and research.
Key words: in-service graduate programs senior high school English teachers
professional attitudes professional knowledge classroom practice

Acknowledgements……………………………………………………….………....iv
Tables of Contents…………………………………………………………….….….v
List of Tables………………………………………………………………….….….ix
Chinese Abstract…………………………….….…………………………….……...x
English Abstract……………………………………………………...…...…..…….xi
1 Introduction………………………………………………………………………1
Motivation.………………………..……………...…………..………………...….3
Purpose of the Study…………………..…………...…………..………………….4
Significance of the Study………………..……………………..…………….……5
Research Questions……………………..………………………..………………..6
2 Literature Review…………………………………………….………………….7
Background of English Teacher Education in Taiwan……………...……..………7
English Teachers’ Professional Knowledge and Teaching Practice……..……….10
Professional Knowledge for Teaching Methodology……….…………..……11
Requirements for ESL/EFL English Teaching……………………………….13
Teachers’ Continuing Professional Development…...………………..………….16
Models of Teachers’ Professional Development……………………………..17
Continuing Teacher Development Through the In-service Graduate Study…19
Qualitative Inquiry in Classroom Teaching…………..…....…………………….21
3 Methodology……………………….……………………....…………………..24
Questionnaire Survey……………………..……....…………………………….24
Participants.………...………..........…………….…...……………………….24
Questionnaire Design and Distribution.………...……..........………………..25
Follow-up Interviews of the Questionnaire Survey………........…....……….28
Classroom Observation…………………....……..……………………………..29
Participant Teachers………………...………....…….……………………...29
Data Collection……………………….……....…………………………….30
Interviews about the classroom observation.………....………….…………31
Data Analysis………..……………………….……………….…………….32

4 Results & Discussion……………………………………………………………34
Basic Information of the Participants in the Questionnaire Survey.....……..……34
The Influence on Participants’ Professional Attitudes…………………………...38
Results of the Questionnaire on Participants’ Professional Attitudes…..……38
The Cross-examination between Participants’ Background and the Influence
on Their Professional Attitudes……………...……………………………….40
Results of interviews about Participants’ Professional Attitudes…………….41
The Influence on Participants' Knowledge about the English Language……...…43
Results of the Questionnaire on Participants' Knowledge about the English
Language…………..…………………………………………………………43
The Cross-examination between Participants’ Background and the Influence
on Their Knowledge about the English Language………………………...…45
Results of Interviews about the Influence on Participants’ Knowledge about
the English Language.......................................................................................46
The Influence on Participants' Pedagogical Knowledge........................................48
Results of the Questionnaire on Participants' Pedagogical Knowledge...........48
The Cross-examination between Participants’ Background and the Influence
on Their Pedagogical Knowledge....................................................................51
Results of Interviews about the Influence on Participants’ Pedagogical
Knowledge.......................................................................................................53
The Influence on Participants' Classroom Practice................................................54
The Application of Knowledge about the English Language to Classroom
Practice.............................................................................................................54
Results of the questionnaire survey on the Application of Knowledge about
the English Language.......................................................................................55
The Cross-examination between Participants’ Background and the
Application of Knowledge about the English Language to Classroom
Practice.............................................................................................................56
Results of the interviews about the Application of Knowledge about the English Language to Classroom Practice.........................................................57
The Application of Pedagogical Knowledge to Classroom Teaching....................61
Results of the Questionnaire of Pedagogical Knowledge to Classroom
Practice.............................................................................................................61
The Cross-examination between Participants’ Background and the Application of Pedagogical Knowledge to Classroom Practice...........................................66
Results of the interviews about the Influence on Participants’ Application of
Pedagogical Knowledge to Their Classroom Practice.....................................67
Comparisons of Classroom Practices…………………….....................................70
Classroom Observation of Andy (the teacher with the in-service graduate program experience in the first group)….. .....................................................70
Classroom Observation of Betty (the teacher without the
in-service graduate program experience in the second group)……………….73
Classroom Observation of Cindy (the teacher with the in-service graduate
program experience in the first group)……………………………………….77
Classroom Observation of Doris (the teacher without the in-service graduate
program experience in the second group)........................................................80
Comparison of the Teaching Practices of the Two Groups of Teachers...........82
Comparison of the Teaching Practices of the Two Teachers with the In-service
Graduate Program Experience………….……………………………………85
5 Conclusions……………………………....…………………………………….88
Summary of the Study..........................................................................................88
Implications of the Study.………………….….......……………………………91
Limitations of the Study………………….………....………………………….93
Suggestions for future research…………….…....……………………………..93
References..……………..…………………………………………………………...95
Appendixes…………………………………………………………………………101
1. Good language-teaching characteristics…………..……………….………..101
2. Courses offered by in-service English teaching graduate programs………..102
3. Lists of specialists consulted for the questionnaire……………..………..…104
4. The Questionnaire…………………………………………………………..105
5. Checklist for the classroom observation………………………………...….109
6. Courses taken by the interviewees………………….………………………110
7. Classroom observation of Andy…………………………………………….112
8. Classroom observation of Betty…………………………………………….114
9. Classroom observation of Cindy……………………………………………115
10. Classroom observation of Doris…………………………………………….116

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