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研究生:賴思妤
研究生(外文):Lai, Szu-Yu
論文名稱:差異化教學對於教師專業成長之個案研究:以臺北市某國中為例
論文名稱(外文):Exploring Teacher Professional Development through Conducting Differentiated Instruction: A Case Study in a Junior High School in Taipei City
指導教授:許月貴許月貴引用關係
指導教授(外文):Hsu, Yueh-Kuei
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:英文
論文頁數:65
中文關鍵詞:教師專業成長教師效能差異化教學
外文關鍵詞:teacher professional developmentteacher efficacydifferentiated instruction
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近年來,教育部為維持教學品質以及增進學生學習成效,鼓勵教師精進其教學專業。另外,許多學校為提升學生英語學習表現而實施英語科差異化教學。
本研究旨在探究差異化教學如何促進教師專業成長,並提出兩個研究問題:
(一) 差異化教學如何促進國中教師專業成長?
(二) 差異化教學如何影響國中教師效能?
本研究採用質性研究方法,透過教師省思及日常教學活動分析教師專業成長之過程。本研究主要結果為:差異化教學確實能夠促進教師更加了解每位學生的學習需求、積極的課前準備以及提供多元的教學活動這三方面中而精進其教師專業成長;另外,本研究也發現差異化教學確實能夠讓教師在激發學生課堂投入程度、提供多元教學策略以及建立有效的班級經營這三個面向上的獲得教師效能。
最後,本研究的受訪者一致認為差異化教學有助於提升學生英語課的參與度以及增進學生英語能力,特別是針對低成就的學生。本研究也呼籲教育部以及學校領導者應重視具有發展性的教師合作並納入教師專業成長活動之中。
Recently, the Ministry of Education (MOE) has encouraged teachers to develop teaching profession to maintain teaching quality and improve student learning. To improve student learning performance in English, many schools have carried out differentiated instruction in English class recently. The purpose of this study attempted to explore how the implementation of differentiated instruction stimulated teacher professional development. The study addressed two research questions: (1)
How does the implementation of differentiated instruction facilitate teacher professional development in a junior high school? (2) How does the implementation of differentiated instruction influence teacher efficacy in a junior high school?
The teacher-researcher employed a qualitative method to analyze the process of teacher professional development through teachers’ reflections on classroom practices. The results of the study showed that differentiated instruction facilitated teacher professional development in terms of high awareness of each student’s learning needs, preparing lessons more actively, and designing alternative teaching activities. The results also revealed that differentiated instruction raised teacher efficacy in enhancing student engagement, providing alternative instructional strategies, and establishing efficient classroom management.
Lastly, from this study, the teachers appreciated that the implementation of differentiated instruction has increased students’ engagement in learning English and improved English proficiency, especially for the lower achievers. This study also urged the MOE and school leaders to emphasize teacher collaboration as a promising activity for teacher professional development.
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii

CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Purpose of the Study 2

CHAPTER TWO LITERATURE REVIEW 5
2.1 Differentiated Instruction 5
2.1.1 Definition of Differentiated Instruction 5
2.1.2 Differentiated Instruction in Taiwan 6
2.2 Teacher Professional Development 7
2.2.1 Definition of Teacher Professional Development 7
2.2.2 Studies of Effective Teacher Professional Development 8
2.2.3 Teacher Learning 10
2.2.4 Tool for Reflecting on Teacher Professional Development 11
2.3 Teacher Efficacy 13
2.3.1 Definition of Teacher Efficacy 13
2.3.2 Measurement of Teacher Efficacy 14
2.3.3 Instructional Innovations and Teacher Efficacy 15
2.4 Summary of Literature Review 17

CHAPTER THREE METHODOLOGY 18
3.1 Setting 18
3.2 Participants 20
3.3 Data Collection 21
3.4 Data Analysis 23
3.5 The Teacher-Researcher's Role 24

CHAPTER FOUR FINDINGS 26
4.1 General Perceptions of Differentiated Instruction 26
4.2 The Domain of Practice:Teachers’ Changed Classroom Practices 30
4.3 The Personal Domain: Teachers’ Changed Teaching Beliefs and Attitudes 33
4.4 The Domain of Consequence: Salient Outcomes of Differentiated Instruction 37
4.4.1 Teacher Professional Development 37
4.4.2 Teacher Efficacy 38

CHAPTER FIVE DISCUSSIONS 44
5.1 Teacher Professional Development 44
5.2 Teacher Efficacy 46

CHAPTER SIX CONCLUSIONS AND IMPLICATIONS 49
6.1 Conclusions 49
6.2 Pedagogical Implications 50
6.3 Limitations of the Present Study 51
6.4 The Teacher-Researcher’s Reflection 52

REFERENCES 55
APPENDICES 59
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