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研究生:全美禎
論文名稱:教師信念的形成:非正式學制英文老師的個案研究
論文名稱(外文):The Formation of Teacher's Belief: A Case Study on English Teachers outside the Formal Educational System
指導教授:招靜琪招靜琪引用關係
指導教授(外文):Chao, Chin Chi
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英語教學碩士在職專班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
畢業學年度:103
語文別:英文
論文頁數:121
中文關鍵詞:教師信念英文教師非正式學制
外文關鍵詞:teacher's beliefEnglish teacheroutside the formal educational system
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讓孩子在正式學制外學習在台灣家長始終蔚為風潮。在台灣,雖然小學三年級才開始正式學習英文,許多孩子早在這個年紀之前就開始學習,或在這年紀之後,也會利用課後時間在非正式機構學習。本研究旨在了解台灣的兩位非正式教育機構英文教師的教師信念的形成。
本研究採用質性研究的個案研究方法,研究對象為二位擁有豐富非正式教育機構教學經驗的英文老師,其學生年齡介於2至16歲。資料透過與每一位研究對象的五次半結構式的深度訪談。收集到的研究資料包含研究對象的:(1)外語學習經驗,(2)外語學習者信念,(3)英文教學經驗,(4)教師訓練及教育,(5)英文教師信念。
研究結果顯示兩位教師的外語學習者信念、教師訓練、和教學經驗都會促成他們的教師信念的形成。然而,他們會做出與自己的身為外語學習者的信念不一致的教學決策。這樣的不一致性是因為他們在教學環境中所感受到的難題還有存在於他們學習者信念和英文教師信念當中的矛盾所產生的。在非正式教育機構裡,英文老師們所感受到會影響教學決策的難題是關於:(1)學生的學習環境,(2)課程規劃,(3)機構政策,(4)學生狀況,和(5)家長的期待。
最後,依據本研究結果,進一步提供相關的建議,作為教育立法者、非正式教育機構、以及學生家長們的參考。
Having children learning outside the formal educational system for academic purposes has been a trend among Taiwanese parents. In Taiwan, although formal English instruction is provided from the third grade in formal schools, many children start to learn English before the age and learn English outside the school time at and after the age at informal education institutes. The purpose of the study is to investigate the role of the formation of beliefs as teachers of two English teachers outside the formal educational system in Taiwan.
This study adopted a qualitative case study method. The participants were two English teachers with rich experience of teaching students aged from 2 to 16 at various informal educational institutes. Data were collected through five semi-structure in-depth interviews with each of the participants. The collected information included each of the participant’s: (1) FL learning experiences, (2) beliefs as a FL learner, (3) English teaching experience, (4) teacher training, and (5) beliefs as an English teacher.
The findings suggest that the two teachers’ beliefs as FL learners, teacher training, and teaching experience all contributed to the formation of their beliefs as English teachers. However, the teachers would make teaching decisions inconsistent with their beliefs as FL learners. The underlying reasons behind the inconsistencies were their perceived problems in teaching contexts and the contradiction between their beliefs as FL learners and as English teachers. In the informal educational institutes, the English teachers’ perceived problems which constrained the realization of their beliefs as FL learners were about: (1) students’ learning context, (2) curriculum, (3) school policy, (4) students’ conditions, and (5) parents’ expectation.
Finally, these pedagogical implications and suggestions are served as a reference for educational policy makers, informal educational institutes, and parents.

Table of Contents
Acknowledgements..........................................iv
Chinese Abstract..........................................ix
English Abstract..........................................xi
Chapter One: Introduction..................................1
Background.................................................1
Purpose of the Study.......................................3
Research Questions of the Study............................3
Definition of Terminology..................................3
Chapter Two: Literature Review.............................5
English Education outside the Formal Educational system....5
Inconsistency between Teacher’s Belief and Teaching Practice..................................................10
Formation of Teacher’s Belief.............................11
Prior Learning Experiences................................12
Teacher Training..........................................14
Teaching Experience.......................................15
Chapter Three: Methodology................................17
Participants..............................................17
Teaching Context..........................................18
Data Collection Procedure.................................19
Data Analysis.............................................22
Chapter Four: Results: Individual Cases...................25
Case 1: Esther............................................25
FL Learning Experiences and Belief as a FL learner........25
English Teaching Experience...............................35
Teacher Training..........................................37
Belief as an English Teacher..............................38
Teaching Decision Inconsistent with Belief as a FL Learner44
Case 2: Flora.............................................50
FL Learning Experiences and Belief as a FL Learner...................................................50
English Teaching Experience...............................60
Teacher Training..........................................62
Belief as an English Teacher..............................63
Teaching Decision Inconsistent with Belief as a FL Learner...................................................72
Chapter Five: Cross-Case Analysis and Discussion..........79
R. 1.1. What are the Two English Teachers’ Prior Language Learning Experiences?.....................................79
R. 1.2. What are Their Beliefs as FL Learners?............79
R. 2.1. How are the Teachers’ Beliefs as FL Learners, Teacher Training, and Teaching Experience Related to the Formation of Their Beliefs as English Teachers?...........81
Beliefs as English Teachers Derived from Beliefs as FL Learners..................................................81
Beliefs as English Teachers Derived from Teacher Training..................................................82
Beliefs as English Teachers Derived from Teaching Experience................................................83
R. 2.2. Why are Some of Their Beliefs as FL Learners not Realized in Their Teaching?...............................84
Beliefs as English Teachers V.S. Beliefs as FL Learners..................................................85
Perceived Problems in Teaching Contexts V.S. Beliefs as FL Learners..................................................86
R. 3. How do the Two Teachers’ Beliefs as English Teachers outside the Formal Educational System Develop?............88
Chapter Six: Conclusion and Implications..................91
Summary of the Study......................................91
Pedagogical Implications..................................92
Limitations of the Study..................................93
Suggestions for Further Research..........................93
Conclusion................................................94
References................................................95
Appendix 1 Questions for the First Interview.............105
Appendix 2 Questions for the Second Interview............107
Appendix 3 Questions for the Third Interview.............109
Appendix 4 Questions for the Fourth Interview............112
Appendix 5 Esther’s Beliefs an English Teacher Related to Her Beliefs as a FL Learner..............................115
Appendix 6 Esther’s Beliefs as an English Teacher Related to Her Teacher Training and Teaching Experience.............116
Appendix 7 Esther’s Teaching Decisions Inconsistent with Her Beliefs as a FL Learner..................................117
Appendix 8 Flora’s Beliefs as an English Teacher Related to Her Beliefs as a FL Learner..............................119
Appendix 9 Flora’s Beliefs as an English Teacher Related to Her Teacher Training and Her Teaching Experience.........120
Appendix 10 Flora’s Teaching Decisions Inconsistent with Her Beliefs as a FL Learner..................................121


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