文學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/2
院成立於民國44年，歷經50餘年的銳意發展，目前設有國文、英文、歷史、地理、臺文等5個學系、翻譯和臺灣史2個獨立所，以及全球華人寫作中心和國際臺灣學研究中心。除臺史所僅設碩士班，其餘6個系所均設有碩、博士班；目前專兼任教師近250人，學生約2500餘人。
本院早期以培養優秀中學國文、英文、歷史和地理教師為鵠的，臺灣中學語文和史地教育的實踐與成功，本院提供不可磨滅的貢獻。近年來，本院隨師範體系轉型而調整發展方向，除維持中學師資培育的優勢外，也積極朝理論研究和實務操作等面向前進。目前，本院各系所師培生的教師檢定通過率平均在95%以上；非師培生在文化、傳播、文學、應用史學及環境災害、地理資訊系統等領域發展，也已卓然有成。
本院各系所教師的研究能量極為豐富，參與國內外學術活動相當活躍。根據論文數量、引用次數等指標所作的學術力評比，本院居人文領域全國第2名。各系所之間，無論是教師的教學與研究，或學生的生活與學習，都能相輔相成、榮辱與共，彼此渾然一體，足堪「為師、為範」而無愧。
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Item Fostering Online Professional Development Between EFL Preservice and Inservice Teachers: Affordances and Challenges(英語學系, 2014-06-??) Mei-Hui Liu, Robert C. KleinsasserThis study explored affordances and challenges when fostering online professional development between English as a foreign language (EFL) preservice and inservice teachers. Seventeen EFL preserviceand six EFL inservice teachers at different schools were involved in a web-based asynchronous discussion board that promoted knowledge construction and professional growth. Multiple data sources from this10-month investigation revealed the potential of enhancing knowledge construction between individuals at the cross-tiers as they increasingly engaged with this online professional learning community. Thepreservice teachers gradually explored teaching issues and the inservice teachers became devoted to integrating the information being shared. Most teachers reported that they experienced collaborativeinteraction, reflective practice, and emotional support that impacted upon their instructional ideas and/or practice; despite limitations regarding deeper levels of knowledge construction. Several concernsor difficulties seemed to hamper some teachers from frequently joining the community. This cross-tier partnership offered insights and understanding for EFL teachers about their professional growth andhow they dealt with pedagogical implications and issues.Item Fostering Online Professional Development Between EFL Preservice and Inservice Teachers: Affordances and Challenges(英語學系, 2014-07-??) Mei-Hui Liu, Robert C. KleinsasserThis study explored affordances and challenges when fostering online professional development between English as a foreign language (EFL) preservice and inservice teachers. Seventeen EFL preserviceand six EFL inservice teachers at different schools were involved in a web-based asynchronous discussion board that promoted knowledge construction and professional growth. Multiple data sources from this10-month investigation revealed the potential of enhancing knowledge construction between individuals at the cross-tiers as they increasingly engaged with this online professional learning community. Thepreservice teachers gradually explored teaching issues and the inservice teachers became devoted to integrating the information being shared. Most teachers reported that they experienced collaborativeinteraction, reflective practice, and emotional support that impacted upon their instructional ideas and/or practice; despite limitations regarding deeper levels of knowledge construction. Several concernsor difficulties seemed to hamper some teachers from frequently joining the community. This cross-tier partnership offered insights and understanding for EFL teachers about their professional growth andhow they dealt with pedagogical implications and issues.Item Taiwanese Pre-Service English Teachers’ Attitude Towards Native-English-Speaking-Teachers and Native-and-Nonnative-English-Speaking-Teacher Team Teaching(英語學系, 2011-06-??) 王力億; Li-Yi Wang此研究調查臺灣師範院校英語系學生對於在英語教學領域，與以英語為母語之外籍教師之間互相競爭與合作的態度。這篇報告涵蓋258 位來自臺灣5 所師範大學及教育大學英語系學生的問卷調查結果，以及其中35 位受訪者的深度訪談內容。研究結果顯示大多數學生將外籍教師視為在臺灣英語教學就業市場上的強勁對手，但他們並不反對引進合格的外籍英語教師到臺灣教學的政策。此外，他們相信與外籍教師進行協同教學將會對他們未來的學生在學習英語上有所助益，他們同時也有相當高的意願在未來與外籍教師進行協同教學。然而，他們擔心在協同教學的過程中會被學生及外籍教師「邊緣化」，也擔憂在與外籍教師溝通協調的過程中可能發生的衝突及對立關係。為了幫助這些臺灣英語教師在他們未來的教學生涯中發揮所學，英語教師教育必須扮演更重要的角色。