研究生: |
劉彥妤 Liu, Yen-Yu |
---|---|
論文名稱: |
國際文憑課程教師之教師信念與教學實踐 Teacher Beliefs and Teaching Practices in the International Baccalaureate Program |
指導教授: |
陳秋蘭
Chern, Chiou-Lan |
口試委員: |
李郁緻
Li, Yu-Chih 羅美蘭 Lo, Mei-Lan 陳秋蘭 Chern, Chiou-Lan |
口試日期: | 2023/08/18 |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2023 |
畢業學年度: | 112 |
語文別: | 英文 |
論文頁數: | 130 |
中文關鍵詞: | 教師信念和教學實踐 、IB教育 、探究式教學 |
英文關鍵詞: | teacher beliefs and teaching practices, International Baccalaureate (IB), inquiry-based instruction |
研究方法: | 主題分析 |
DOI URL: | http://doi.org/10.6345/NTNU202301802 |
論文種類: | 學術論文 |
相關次數: | 點閱:176 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
隨著國際教育的推廣和實踐,台灣越來越多學校申請授權為IB學校。由於IB的理念和教學方式和台灣本土課程不同,因此,了解從一般體制轉任至IB教育的老師的轉變和所面臨的挑戰極為重要。本研究採用質性研究,以台灣中部某一所私立學校的教職員作為研究對象,包含一位行政人員和六位學科老師,透過背景資料調查、半結構式訪談和課室觀察蒐集資料,探討從一般教育體制轉任IB教育的教職員,對於IB教育的看法和實踐探究式教學所面臨的挑戰。
根據本研究的結果,轉任至IB教育的教職員對於IB教育的看法可以從以下五個面向進行討論:(1)教師信念和教學實踐、(2)教師在IB教學中經歷的改變、(3)教師對IB教育優勢的看法、(4)教師認為推行IB教育所會面臨的挑戰、和(5)教師給新進IB教師的建議。而實踐探究式教學所面臨的挑戰,則以IB教學上的挑戰作為討論。本研究重要發現如下:
一、影響教師信念和教學實踐的因素中IB中,支持的因素包含課程的設計彈性和師生的密切互動;但限制的因素則包含教師缺乏探究經驗及學生缺乏生活經驗。
二、教師認為其在教學中的轉變包含:其角色由授業者轉為支持協助者;對學生的期待由成績的高低轉為個人技能的培養和目標的達成;受教學環境影響,更願意嘗試新事物以增加課程的趣味性。
三、學生在IB教育中培養的能力和技能和大學端所需的能力相符,因此學生在學習的銜接上,不會有太大的落差。
四、多數台灣IB教師因接受台灣的教育,並沒有實際經歷探究式學習,在引導學生探究式學習時,難以設計出有深度的探究問題以引導學生進行探究討論。再者,引導探究式學習的時間相當長,容易耽誤教師的教學進度,如何在不耽誤其他教學任務的達成是教師要克服的問題。要減少教師進行探究式教學的挑戰,方法包含:參與IBO舉辦的工作坊以及各科教師有系統性的備課,提供教師規劃課程所需的教材來源和設計靈感。
五、台灣要持續推行IB教育,需要克服的問題包含:高額的學費、不同的升學制度以及大眾對於IB的認識。
最後,研究者針對政策制定者、學校和老師提供建議,期望從一般學制轉任至IB教育的老師,能夠更加深入了解IB的教育體制。
With the development and promotion of international education, more and more schools in Taiwan have been authorized as IB World Schools. As the mission statement and teaching methods of IB education are different from the local government curriculum, it is essential to understand what changes and challenges teachers would face when transitioning from the local government curriculum to IB education. The present study adopted a qualitative research method to investigate how one administrator and six participating teachers perceived IB education, and what challenges they encountered when implementing the inquiry-based instruction after they transitioned from the local government curriculum to IB education. The background information survey, one semi-structured interview and one to two classroom observations were used to collect the data for this study.
According to the results of the present study, teachers’ perceptions could be identified into five themes, including (1) teacher beliefs and teaching practices, (2) teachers’ perceived changes in IB teaching, (3) teachers’ perception about IB education, (4) teachers’ perceived challenges faced by IB schools in teaching and promotion of IB education, and (5) teachers’ suggestions for new IB teachers. As for the challenges encountered when implementing the inquiry-based instruction, it was discussed through challenges in terms of teaching.
The major findings of the present study are listed as follows:
1.The factors that supported the relationship between teacher beliefs and teaching practices included the flexibility of IB curriculum design and frequent interaction among teachers and students, while the hindering factors included the fact that teachers lacked inquiry-based learning experience and students lacked life experience.
2.As the nature of IB education was different from that of the local government curriculum, teachers experienced some changes during their teaching in the IB World School. The changes involved teachers’ role changed from lecturers to facilitators, teachers’ expectations for students changed from getting higher grades to skill cultivation as well as goal achievement, and teachers’ willingness to give new things a try.
3.The ability and skills that students cultivated in the IB education could help them align with the study in university.
4.Since most teachers did not have the experience of learning through the inquiry-based approach, they are uncertain about how they could design good inquiry questions to guide in-depth discussion and how much time they should spend on inquiry-based learning. To help teachers overcome these challenges, it is essential that schools assign teachers to attend workshops every academic year and have more efficient co-planning.
5.To promote IB World Schools in Taiwan, high tuition, different enrollment system, and public mindset would be the biggest challenges and should be overcome.
Finally, this study offered policymakers, schools, and teachers with suggestions and hopes that those who transition from the local government curriculum to the IB program have a clearer picture about what IB education is.
Abdi, H., & Asadi, B. (2015). A synopsis of researches on teachers’ and students’ beliefs about language learning. International Journal on Studies in English Language and Literature, 3(4), 104-114.
Abelson, R. (1979). Differences between belief systems and knowledge systems. Cognitive Science, 3, 355-366.
Ajzen, I. (1988). Attitudes, personality, and behavior. Dorsey Press.
Arauz, P. E. (2013). Inquiry-based learning in an English as a foreign language class: A proposal. Revista De Lenguas Modernas, 19, 479-485.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive. Prentice-Hall.
Barcelos, A. M. F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39(3), 281-289.
Braun, V., & Clarke, V. (2012). Thematic analysis. APA Handbook of Research Methods in Psychology, 2, 57-71. http://dx.doi.org/10.1037/13620-004
Bruce, M. G. (1987). High school graduation, international style. The Phi Delta Kappan, 69(1), 79-81.
Buehl, M. M., & Beck, J. S. (2015). The relationship between teachers’ beliefs and teachers’ practices. In H. Fives & M. G. Gill (Ed.), International handbook of research on teachers’ beliefs (pp. 66-84). Routledge.
Bullock, D. (2011). Learner self-assessment: An investigation into teachers’ beliefs. ELT Journal, 65(2), 114-125. https://doi.org/10.1093/elt/ccq041
Bunnell, T. (2015). The rise and decline of the International Baccalaureate Diploma Programme in the United Kingdom. Oxford Review of Education, 41(3), 387-403. http://dx.doi.org/10.1080/03054985.2015.1035703
Calderhead, J. (1996). Teachers’ beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of Research on Educational Psychology (pp. 709-725). Macmillan.
Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
Cheung, A., & Hennebry-Leung, M. (2023). Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong. Language Teaching Research, 27(1), 181-206. https://10.1177/1362168820933447
Clough, M. P., & Clark, R. (1994). Cookbooks and constructivism. The Science Teacher, 61(2), 34-37.
Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42-44.
Cope, D. G. (1969). Methods and meanings: Credibility and trustworthiness of qualitative research. Oncology Nursing Forum, 41(1), 89-91.
Cross, D. I. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325-346. https://doi.org/10.1007/s10857-009-9120-5
Culross, R., & Tarver, E. (2011). A summary of research on the International Baccalaureate Diploma Programme: Perspectives of students, teachers, and university admissions offices in the USA. Journal of Research in International Education, 10(3), 231–243. https://doi.org/10.1177/1475240911422139
Doherty, C., & Shield, P. (2012). Teachers’ work in curricular markets: Conditions of design and relations between the International Baccalaureate Diploma and the local curriculum. Curriculum Inquiry, 42(3), 414-441. https://doi.org/10.1111/j.1467-873X.2012.00596.x
Dunkhase, J. (2000, October). Coupled inquiry: An effective strategy for student investigations. In Iowa Science Teachers Section Conference, October, Des Moines, Iowa.
Exline, J. (2004). Concept to classroom: Inquiry-based learning.
https://www.thirteen.org/edonline/concept2class/inquiry/credit.html
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors (pp. 471–499). American Psychological Association.
https://doi.org/10.1037/13274-019
Gholam, A. P. (2019). Inquiry-based learning: Student teachers’ challenges and perceptions. Journal of Inquiry and Action in Education, 10(2), 6.
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78-86. http://doi.org/10.5539/elt.v10n4p78
Halicioğlu, M. (2008). The IB Diploma programme in national schools: The case of Turkey. Journal of Research in International Education, 7(2), 164-183.
https://doi.org/10.1177/1475240908091303
Hallinger, P., Lee, M., & Walker, A. (2011). Program transition challenges in International Baccalaureate schools. Journal of Research in International Education, 10(2), 123-136. https://doi.org/10.1177/1475240911407976
Hansen, M. L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. The Science Teacher, 69(2), 34-37.
International Baccalaureate Organization (IBO). (2014). MYP: From principles into practice. https://www.spps.org/site/handlers/filedownload.ashx?moduleinstanceid=38342&dataid=21191&FileName=arts_guide_2014.pdf
International Baccalaureate Organization (IBO). (2018). Assessment from 2016.
https://ibo.org/programmes/middle-years-programme/assessment-and-exams/
International Baccalaureate Organization (IBO). (2020). IB educator and leadership certificates: Discover a new path on your IB journey.
https://www.ibo.org/globalassets/new-structure/professional-development/pdfs/ib-certificates_student-brochure-2021---web.pdf
International Baccalaureate Organization (IBO). (2022, September 23). First public school in Taiwan to offer the MYP. International Baccalaureate.
https://www.ibo.org/news/news-about-ib-schools/first-public-school-in-taiwan-to-offer-the-myp/
International Baccalaureate Organization (IBO). (2022, October 17). Find an IB world school. https://www.ibo.org/programmes/find-an-ib-school/
International Baccalaureate Organization (IBO). (2022 a). IB world schools yearbook 2022: The official guide to schools offering the International Baccalaureate Primary Years, Middle Years, Diploma and Career-related Programmes.
https://www.ibyb.org/ib-world-schools-yearbook-2022-digital-edition
International Baccalaureate Organization (IBO). (2022 b). IB workshops and services: 2022–2023 catalogue. https://ecatalogue.ibo.org/publication/?m=53719&l=1
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education, 10(4), 439-452.
Khader, F. R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
Kindsvatter, R., Willen, W., & Isher, M. (1988). Dynamics of Effective Teaching. Longman.
Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies. In I. F. Goodson (Ed), Studying Teachers’ Lives. (pp. 99-152). Routledge. https://doi.org/10.4324/9780203415177_chapter_4
Koch, T., & Harrington, A. (1998). Reconceptualizing rigour: The case for reflexivity. Journal of Advanced Nursing, 28(4), 882-890.
Ledger, S. (2017). The International Baccalaureate standards and practices as reflected in literature (2009-2016). The International Schools Journal, 37(1), 32-44.
Lee, H. Y. (2014). Inquiry-based teaching in second and foreign language pedagogy. Journal of Language Teaching and Research, 5(6), 1236-1244.
https://doi.org/10.4304/jltr.5.6.1236-1244
Lee, M., Hallinger, P., & Walker, A. (2012). Leadership challenges in international schools in the Asia Pacific region: Evidence from programme implementation of the International Baccalaureate. International Journal of Leadership in Education, 15(3), 289-310. https://doi.org/10.1080/13603124.2011.605475
Levin, B. B. (2015). The development of teachers’ beliefs. Routledge.
Lin, L. Y., & Pan, C. X. (2021, March 23). The unveiling ceremony for the first public IB world school in Taiwan: Xisong High School. [全台首間IB公校 西松高中揭牌]。Udn News (聯合新聞網). https://udn.com/news/story/6898/5336174?from=udn-relatednews_ch2
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Sage.
Lochmiller, C. R., Lucero, A., & Lester, J. N. (2016). Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools. Journal of Research in International Education, 15(2), 155-174. https://doi.org/10.1177/1475240916660803
Lortie, D. (1975). Schoolteacher: A sociological perspective. University of Chicago Press.
Mansour, N. (2008). Models of understanding science teachers’ beliefs and practices: Challenges and potentials for science education. VDM Publishing.
Martin, L. (2001). Coupled-inquiry diagram. The changes in open inquiry understandings and teaching among preservice secondary science teachers during their preservice school practica and student teaching. [Unpublished doctoral dissertation]. The University of Iowa.
Martin, R. A., Tanyu, M., & Perry, S. (2016). Structures and programme supports for creativity, action, service in the international baccalaureate diploma programme: An implementation study in Turkey. Journal of Research in International Education, 15(2), 120-136. https://doi.org/10.1177/1475240916659722
Meloth, M.S., Book, C., Putnam, J., & Sivan, E. (1989). Teachers’ concepts of reading, reading instruction, and students’ concepts of reading. Journal of Teacher Education, 40(5), 33-39.
Ministry of Education. (2020). White paper 2.0. https://reurl.cc/rZQqdO
Mohamed, N. (2006). An exploratory study of the interplay between teachers’ beliefs, instructional practices & professional development. [doctoral dissertation]. The University of Auckland.
National Development Council. (2021). Bilingual 2030. https://reurl.cc/X54Mae
National Research Council. (1996). National science education standards. National Academies Press.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethod approach. The Modern Language Journal, 96(3), 380-399.
Ogan-Bekiroglu, F., & Akkoç, H. (2009). Preservice teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7(6), 1173-1199.
Pajares, M. P. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Patton, M. Q. (1999). Grand Canyon celebration: A father-son journey of discovery. Prometheus Books.
Pearson, J. (1989). The grading of teaching practice: What do student teachers think? South Pacific Journal of Teacher Education, 17(2), 39-49. https://doi.org/10.1080/0311213890170204
Pehkonen, E., & Pietilä, G. (2003). Mathematical beliefs and different aspects of their meaning. Zentralblatt Für Didaktik Der Mathematik, 28(4), 101-108.
Perna, L. W., May, H., Yee, A., Ransom, T., Rodriguez, A., & Fester, R. (2015). Unequal access to rigorous high school curricula: An exploration of the opportunity to benefit from the International Baccalaureate Diploma Programme (IBDP). Educational Policy, 29(2), 402-425. https://doi.org/10.1177/0895904813492383
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. https://doi.org/10.1016/j.system.2009.03.002
Polit, D.F., & Beck, C.T. (2012). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams and Wilkins.
Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576. https://doi.org/10.2307/749691
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & Guyton, E. (Eds.), Handbook of Research in Teacher Education, Second Edition (pp. 102-119). Macmillan.
Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65-86. https://doi.org/10.1007/s10972-011-9262-z
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Song, Y., & Looi, C. K. (2012). Linking teacher beliefs, practices and student inquiry-based learning in a CSCL environment: A tale of two teachers. International Journal of Computer-Supported Collaborative Learning, 7(1), 129-159. https://doi.org/10.1007/s11412-011-9133-9
Spronken-Smith, R., Bullard, J. O., Ray, W., Roberts, C., & Keiffer, A. (2008). Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography. Journal of Geography in Higher Education, 32(1), 71-86. https://doi.org/10.1080/03098260701731520
Tsai, H. F. (2021). An exploration of “Teach for Taiwan” teachers’ beliefs and their development process. [Master’s thesis]. National Taipei University of Education
Stillisano, J. R., Waxman, H. C., Hostrup, J., & Rollins, K. B. (2011). Case studies of eight Texas schools implementing International Baccalaureate Programs. Journal of Ethnographic & Qualitative Research, 5(3), 171-185.
Storz, M., & Hoffman, A. (2018). Becoming an International Baccalaureate Middle Years Program: Perspectives of teachers, students, and administrators. Journal of Advanced Academics, 29(3), 216–248. https://doi.org/10.1177/1932202x18770171
Tabachnick, B. R., & Zeichner, K. M. (1986). Teachers beliefs and classroom behaviors: Some teacher responses to. Advances of research on teacher thinking, 84.
Tsangaridou, N. (2008). Trainee primary teachers’ beliefs and practices about physical education during student teaching. Physical Education and Sport Pedagogy, 13(2), 131-152. https://doi.org/10.1080/17408980701345667
Twigg, V. V. (2010). Teachers’ practices, values and beliefs for successful inquiry-based teaching in the International Baccalaureate Primary Years Programme. Journal of Research in International Education, 9(1), 40–65. https://doi.org/10.1177/1475240909356947
Visser, A. (2010). International education in a national context: Introducing the International Baccalaureate Middle Years Programme in Dutch public schools. Journal of Research in International Education, 9(2), 141-152. https://doi.org/ 10.1177/1475240910370816
Walker, A., Bryant, D., & Lee, M. (2014). The International Baccalaureate continuum: Student, teacher and school outcomes. In International Baccalaureate Organization. Hong Kong Institute of Education. https://www.ibo.org/globalassets/new-structure/research/pdfs/continuum_report_final-en.pdf
Wang, C. P. (王秋萍) (2020). Taiwan should implement the IB Programme to become a Bilingual Nation by 2030 and culturally integrate into the global community [臺灣應導入IB國際文憑課程 成為融入全球文化的 2030雙語國家]。 Journal of Education Research (教育研究月刊), (310), 120-134.
Warner, A. J., & Myers, B. E. (2008). What is inquiry-based instruction. University of Florida.
Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139-164. https://doi.org/10.1007/s10857-007-9068-2
Wright, E., Lee, M., Tang, H., & Chak Pong Tsui, G. (2016). Why offer the International Baccalaureate Middle Years Programme? A comparison between schools in Asia-Pacific and other regions. Journal of Research in International Education, 15(1), 3-17. https://doi.org/10.1177/1475240916635896
Zeichner, K. (1980). Myths and realities: Field-based experiences in pre-service teacher education. Journal of Teacher Education, 31(6), 45-47. https://doi.org/10.1177/002248718003100620
Zemplén, G. Á. (2007). Conflicting agendas: Critical thinking versus science education in the International Baccalaureate Theory of Knowledge course. Science & Education, 16(2), 167-196. https://doi.org/10.1007/s11191-006-6387-