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首頁> 外文學(xué)位 >Exploring teachers' beliefs through collaborative journaling: A qualitative case study of Japanese preservice teachers' transformative development processes in an EFL teacher education program.
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Exploring teachers' beliefs through collaborative journaling: A qualitative case study of Japanese preservice teachers' transformative development processes in an EFL teacher education program.

機譯：通過合作日記探索教師的信念：在EFL教師教育計劃中對日本職前教師的轉(zhuǎn)型發(fā)展過程進行的定性案例研究。

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摘要

This qualitative case study was implemented to describe, interpret, and document preservice EFL teachers' learning processes through collaborative journaling and gained awareness for all participants (including myself as a participant-observer). Four preservice EFL teachers in Japan (two males and two females) participated in the study. At the time of the investigation, they were all undergraduate students studying in an EFL teacher education program at a Japanese university. To investigate their learning processes, a prime focus was placed on the participants' beliefs about language learning and teaching. Thus, this study was to understand what it meant for the participants to learn how to teach through collaborative journaling in the setting studied and what it possibly meant for them to change (or not to change) their beliefs during the term of the investigation.;The data collection was done over a nine-month period that covered the participants' practicum. This study consisted of three research phases: pre-practicum phase, mid-practicum phase, and post-practicum phase. In the pre-practicum phase, I entered the participants' community and asked the participants to form a collaborative-learning group and keep a collaborative journal. As a participant-observer, I kept the journal together and discussed what we had written in bi-weekly meetings. I used the collaborative journal for two purposes: (a) to collect the main qualitative data; and (b) to assist in the development of the participants as professionals. I applied multiple modes of inquiry and triangulation. I employed five data-collection methods: a questionnaire, observations, interviews, journals, and documents. Using the various types of qualitative data, I conducted within- and cross-case analyses to look for salient, recurring themes regarding all participants' beliefs about language learning and teaching. The research findings revealed the transformative nature of the participants' beliefs and the uniqueness of the participants' learning processes in the setting studied. It is particularly worth noting that the participants' belief (re-)construction was observed at two different levels: individual and group levels. Drawing upon the insights into preservice teachers' beliefs and development processes, this study offers implications for further studies on the same, or similar research agenda, as well as for ESL/EFL teacher development.
機譯：通過定性案例研究，通過合作日記來描述，解釋和記錄職前EFL教師的學(xué)習(xí)過程，并提高了所有參與者（包括我作為參與者觀察者）的意識。日本的四名職前英語外語教師（兩名男性和兩名女性）參加了這項研究。在調(diào)查時，他們都是在日本大學(xué)的EFL教師教育計劃中學(xué)習(xí)的大學(xué)生。為了調(diào)查他們的學(xué)習(xí)過程，我們主要關(guān)注參與者對語言學(xué)習(xí)和教學(xué)的看法。因此，本研究旨在了解參與者在所研究的環(huán)境中如何通過協(xié)作日記進行教學(xué)的含義以及在調(diào)查期間改變（或不改變）其信念的可能含義。數(shù)據(jù)收集歷時9個月，涵蓋了參與者的實踐。這項研究包括三個研究階段：實習(xí)前階段，實習(xí)中階段和實習(xí)后階段。在實習(xí)前階段，我進入了參與者的社區(qū)，并要求參與者組成一個協(xié)作學(xué)習(xí)小組并保留一份協(xié)作日記。作為參與者觀察者，我將日記整理在一起，并討論了我們在每兩周一次的會議上寫的內(nèi)容。我將合作日記用于兩個目的：（a）收集主要的定性數(shù)據(jù)； （b）協(xié)助參與者發(fā)展為專業(yè)人士。我應(yīng)用了多種查詢和三角剖分模式。我采用了五種數(shù)據(jù)收集方法：問卷，觀察，訪談，期刊和文檔。我使用各種類型的定性數(shù)據(jù)，進行了跨案例分析和跨案例分析，以尋找有關(guān)所有參與者關(guān)于語言學(xué)習(xí)和教學(xué)的信念的重復(fù)主題。研究發(fā)現(xiàn)揭示了參與者信念的變革性以及在所研究的環(huán)境中參與者學(xué)習(xí)過程的獨特性。尤其值得注意的是，參與者的信念（重建）建構(gòu)是在兩個不同的層面上進行的：個人層面和團體層面。借鑒對職前教師的信念和發(fā)展過程的見解，本研究為在相同或相似研究議程上的進一步研究以及對ESL / EFL教師發(fā)展提供了啟示。

著錄項

  • 作者

    Nagamine, Toshinobu.;

  • 作者單位

    Indiana University of Pennsylvania.;

  • 授予單位 Indiana University of Pennsylvania.;
  • 學(xué)科 Education Language and Literature.;Education Teacher Training.;Education Bilingual and Multicultural.
  • 學(xué)位 Ph.D.
  • 年度 2007
  • 頁碼 307 p.
  • 總頁數(shù) 307
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 教師;
  • 關(guān)鍵詞

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