本研究探討四位日籍教師在指導公立高中生英文閱讀課程的教學理念，同時審視其理念的來源與教學生涯過程中的改變。研究資料包括日籍教師的書面自述和個別面談。根據Calderhead（1996）的研究，教學理念可分成四大方面：教學（teaching）、題材內容（subject matter）、學習者與學習（learners and learning）及教學角色（teaching roles）。本研究首先分析其中兩位教師的教學理念，分析重點放在教師最重視的理念部分。例如，對於「題材內容」方面，第一位教師強調主題（topics）的重要性，第二位教師則認為指導學生如何識讀音標和查閱字典是首要的。在分析兩位教師的教學理念後，進一步交叉分析會影響四位教師教學理念的因素與實際改變。研究者發現每一位教師皆有其獨特的教學理念。在所有分析案例中，他們個人的學習與教學經驗深深地影響其理念。然而，儘管理念不一，準備日本大學入學考試的要求則明顯影響到他們的實際教法。本研究之四位教師皆表示在教學生涯中其教學理念曾經改變過，只不過每位教師改變的程度不同而已。
This study investigates the beliefs of four Japanese public high school English teachers about teaching reading. The sources of their beliefs, and the changes in these beliefs over the course of their respective careers were also examined. The data were gathered from narrative essays and personal interviews. Referring to Calderhead (1996), teachers' beliefs were categorized into four areas: teaching, subject matter, learners and learning, and teaching roles. First, beliefs expressed by two of the teachers were analyzed. In this analysis, the author focused the discussion on the beliefs that appeared the strongest. For example, regarding beliefs about subject matter, the first teacher emphasized the importance of topics, while the second teacher pointed out that teaching how to read phonetic signs, and having the students consult a dictionary was important. After the analysis of the two teachers' individual belief, a cross-analysis of all four teachers was conducted with respect to the influences on and the changes in their beliefs. Each teacher held a unique set of beliefs, and in all cases, learning and teaching experiences most strongly influenced their beliefs. University entrance examination requirements greatly affected the teaching practices of all four participants, regardless of their beliefs. All of the teachers reported changing their beliefs during their careers, although the degree of change varied.
關聯:
Hwa Kang English Journal ； 18 卷 1 期 (2012 / 04 / 01) ， P73 - 101
