2024/04
第八期 (Vol.8)     1-42
 
大學英語兼任教師對於以案例分析作為教師專業學習策略之看法  
Exploration of college EFL adjunct faculty’s perspectives of case analysis for professional learning
洪嘉元
Hung Chia-Yuan
李多耕
Lee, To-ken
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案例分析提供學習者關於欲習得知識的情境意涵，並給予學習者以不同角度去審視一特定情境或問題。因其能透過描寫實際情境來反映真實的課堂情形，故於師資培育已行之有年。然而，有鑑於目前國內仍欠缺針對提升教師專業成長的案例資料庫，本研究引用由美國維吉尼亞大學，為提升師資培育所發展的案例資料庫，CaseNex。因為兼任教師往往無法得到長久且持續的專業成長學習，本研究選擇招募於大專院校任教英語之兼任教師，閱讀由CaseNex所發展的案例，並學習由McNergney與McNergney氏(2007)所提出之五步驟案例分析法，分析教學及行政方面等相關議題。研究對象每月閱讀並研究一案例，藉由質性分析，瞭解教師如何看待以案例為主的學習。本研究成果顯示出，大專英語兼任教師對於個案分析研究的團體學習活動，表示能促進彼此間的合作交流和經驗分享。然而也發現，參與教師的案例分析，其分析深度多停留於描述事件階段，缺乏深刻反思，其原由可追溯至教師並無相關的參與經驗。此外，研究結果建議，以案例分析為導向的教師專業學習，需建立以台灣相關的教學議題為主的案例資料庫，並提供兼任教師更多的資源，俾使改善其專業學習。
【】 教師社群、案例學習、以英語為外語之學習

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Cases provide learners with contextual meaning and allow them to examine a specific phenomenon or problem from diverse angles. Cases have been used in teacher education since they can reflect real life situations in the classroom through authentic context. However, there is no database of cases for teachers and educators to use for professional learning in Taiwan. This study aims to adopt a database of cases for teacher development in University of Virginia, CaseNex. The targeted participants are adjunct faculty members of English as a Foreign Language (EFL) in colleges. Adjunct faculty members were chosen since they are usually prevented from continuous or sustainable professional development. This study invited four adjunct college EFL teachers to read cases from CaseNex and learned McNergney and McNergney’s (2007) five-step case analysis to analyze the cases related to problems of teaching, learning, and administration. The participants were invited to read and analyze a case monthly. Qualitative approach was drawn upon to explore whether and how the case-based learning influences teachers’ professional learning. Findings show that the depth of teachers’ case analyses remained at the describing events, failing to demonstrate deep reflection of the core issues. Such a result can be explained by that adjunct faculty has not experienced case-based learning. Other findings include the need of establishing a database of cases related to current educational problems in Taiwan and providing adjunct faculty with more resource to familiarize with case-based learning.
【】Teacher community;case method;English as a Foreign Language (EFL) learning