| 摘要: | 多位在教師教育領域具領導地位之學者專家（例如 Butler, 1996; Richards, 1996; Richardson, 2004; Richards & Farrell, 2005; Ur, 1997; Stanley, 1998）宣稱教師們為提高專業成長應依據其本身反思，參與並接受當前教學概念引導，而非嚴格遵守單一教學方法，特別是那些很少甚或沒有理論與實驗支持的方法。本研究調查日本具有教學經驗的英語教師對專業發展(PD)之觀點和信念以及從事PD活動的種類。作者依據反思性教學(reflective teaching)和自我察覺(self-awareness)相關理論和方法，以本調查結果提供日本或其他如阿富汗等地區之新進教師有效之PD活動以提高其專業發展。研究參與者包括日本大學教授以及初、高中教師。資料收集採用開放性問卷調查與面談。研究結果發現參與者相信儘管在專業發展有許多挑戰，參與且從事各樣PD活動對提高他們的成長是非常重要的。此外，大多數的參與者強調本文內提及的活動可促進新任教師之教學技巧。
A number of leading authorities in the field of teacher education (Butler, 1996; Richards, 1996; Richardson, 2004; Richards & Farrell, 2005; Ur, 1997; Stanley, 1998) have stated that teachers should be engaged in and guided by current concepts in teaching based on their reflections rather than strictly adhering to a single teaching method in order to enhance their growth, particularly, a method that has little or no theoretical or empirical support. This study investigates experienced English teachers' opinions and beliefs on professional development (PD) and the types of PD activities they have experienced within the Japanese setting. The authors intend to investigate PD activities that are effective for novice teachers. Since the purpose of this study is to apply the findings in both Japanese and other contexts, including an Afghan context, the authors reviewed theories and approaches on reflective teaching and self-awareness before conducting the study. The participants of this project were university professors and senior and junior high school teachers from Japan. For data collection, the authors used an open-ended questionnaire in addition to a follow-up interview. On the basis of the analysis of data, we discussed the implementation of effective PD activities for novice teachers. This study found that the subjects believed that despite many challenges in professional development, participating and being involved in various PD activities were vital to enhance their growth. Furthermore, most of the participants highlighted that the activities mentioned could be used to boost the teaching skills of novice teachers in various contexts. |
