探討授課研究對大學英語兼任教師教學之影響

College instructors of English as a Foreign Language (EFL) in Taiwan typically work alone when planning their teaching activities. In particular, adjunct instructors work isolated during class planning and teaching, and have fewer opportunities for professional development than fulltime instructors....

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Bibliographic Details
Published inShizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan Vol. 14; no. 1; pp. 029 - 062
Main Author 李多耕(To-Ken Lee)
Format Journal Article
LanguageChinese
Published 台灣 國立彰化師範大學 01.04.2021
Subjects
Adjunct Faculty
EFL Instruction
Lesson Study
Professional Development
以英語為外語之教學
兼任教師
專業發展
授課研究
以英語為外語之教學
Adjunct Faculty
Professional Development
Lesson Study
授課研究
EFL Instruction
專業發展
兼任教師
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ISSN2071-3649

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Summary:College instructors of English as a Foreign Language (EFL) in Taiwan typically work alone when planning their teaching activities. In particular, adjunct instructors work isolated during class planning and teaching, and have fewer opportunities for professional development than fulltime instructors. This study attempts to propose a model for collaborative lesson study group for EFL adjunct instructors in a private college in Taiwan and investigates how the practices of these teacher participants can be advanced. Data collection in this study consists of qualitative inquiries, classroom observations and interview transcripts. The results indicate that the execution of a collaborative lesson study group of college adjunct faculties enhance teachers’ collaboration, improve instructional wording, and forge a teachers’ learning community. A collaborative study group for lesson construction helps to build a reciprocal model of learning, where teachers can help each other to identify their instructional weakness or
ISSN:2071-3649