英語教師專業核心能力探究以國中英語教師為例
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2014-09-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本研究以兩階段研究程序探討國內英語教師應具備之專業核心能力，第一階段為根據文獻分析與專家焦點座談結果，發展國內英語教師專業核心能力架構與內涵；第二階段則是透過問卷調查，瞭解國中英語教師對於該核心能力架構與內涵之看法與建議。兩階段研究結果顯示：一、國內英語教師應具備之專業核心能力架構包含五大面向29項內涵，此五大面向為英語能力、教學能力、班級經營、專業發展與專業態度。二、教師對此五大面向29項內涵各別之重要性有不同看法。三、除了五大面向29項內涵，教師認為將專業的英語能力轉化為有效的課堂教學、了解國際文化、跨領域整合教學、營造有益學習環境、執行課堂研究、終身學習精神等，亦是英語教師重要核心能力內涵。本文最後依據研究結果提出建議。
This study used two re earch procedures to investigate what core competencies Taiwan English language teachers should po sess. In the fir t procedure, a framework of the core competencies was proposed as a result of literature review and focus group interviews. In the second procedure, a questionnaire wa employed to examine junior high English teachers' perceptions and suggestions about the framework. Result of the two procedures showed that first, five categories and twenty-nine competencies were identified. The five categorie are English language competence, pedagogical competence, cla sroom management professional development, and professional attitude. Second, the teachers perceived the significance of the twenty-nine competencie of the five categories differently. Third, in addition to the competencies in the framework, the following competencies, suggested by the teachers, are also critical for Engli h language teachers: transform professional English competence into efficient clas room teaching, understand global cultures, teach and collaborate interdisciplinarily, create a upportive learning environment, conduct classroom re earch, and promote lifelong learning. Sugge tion are provided based on the re earch findings.
This study used two re earch procedures to investigate what core competencies Taiwan English language teachers should po sess. In the fir t procedure, a framework of the core competencies was proposed as a result of literature review and focus group interviews. In the second procedure, a questionnaire wa employed to examine junior high English teachers' perceptions and suggestions about the framework. Result of the two procedures showed that first, five categories and twenty-nine competencies were identified. The five categorie are English language competence, pedagogical competence, cla sroom management professional development, and professional attitude. Second, the teachers perceived the significance of the twenty-nine competencie of the five categories differently. Third, in addition to the competencies in the framework, the following competencies, suggested by the teachers, are also critical for Engli h language teachers: transform professional English competence into efficient clas room teaching, understand global cultures, teach and collaborate interdisciplinarily, create a upportive learning environment, conduct classroom re earch, and promote lifelong learning. Sugge tion are provided based on the re earch findings.