歡迎來到文藻W-Portfolio

論文名稱	An Online Teacher Professional Development Framework for Taiwanese English Teachers in Supplementary Schools: Undoing Self-Marginalization
發表日期	2016-09-12
論文收錄分類	其他
所有作者	AIDEN YEH
作者順序	第一作者
通訊作者	否
刊物名稱	New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives
發表卷數	1
是否具有審稿制度	是
發表期數	1
期刊或學報出版地國別/地區	NATTWN-中華民國
發表年份	2016
發表月份	9
發表形式	紙本
所屬計劃案	無
可公開文檔
可公開文檔
可公開文檔

[摘要] :
Marginalized Taiwanese English teachers in
supplementary or cram schools (bǔ-xí bān) tend to undermine
themselves (Su, 2009), and unfortunately, many non-native
English speaking teachers use their non-native identity as an
excuse for their poor aptitude in the English language and/or
their lack of confidence in teaching (Choi, 2007). Sadly, their
low self-perception as English teachers inevitably breeds
self-marginalization. The dilemma for Taiwanese English
teachers in supplementary schools does not only involve
getting the right teacher education but also the need to engage
in continuous teacher learning and professional development
opportunities that enhance the value of personal and
professional growth (Tiangco, 2005). Given the fact that many
Taiwanese English teachers enter the EFL classroom without
formal preparation specifically in teaching EFL, teacher
professional development (TPD) has become more important
than ever. TPD can include formal or informal learning
experiences throughout one's career (Fullan, 1991). Marsick and
Watkins (1990) state that formal learning is
Pai-Hsien Aiden Yeh
338
“institutionally-sponsored, classroom-based, and
highly-structured”, while informal learning is a “category which
includes incidental learning, may occur in institutions, but is not
typically classroom-based...” (p. 12). Traditional forms of TPD
may include annual local, national, or international conferences,
workshops, college course (Little, 1993), while the most recent
forms of TPD activities that teachers can do on their own and for
their own sake (Edge & Richards, 1998) include joining
communities of practice (Lave & Wenger, 1991), co-teaching,
mentoring, coaching, reflecting on class lessons (Schifter &
Fosnot, 1993), self-directed learning, and action research
(Guskey, 2000). Traditional TPD has conventionally been
offered as a face-to-face activity, and in most cases, held after
school, during the weekends, and sometimes during holidays
where teachers could find time to participate. Garet et al (2001)
posit such TPD is “widely criticized as being ineffective in
providing teachers with sufficient time, activities, and content
necessary for increasing teachers’ knowledge and fostering
meaningful changes” (p. 920). Such reproof on the deficiencies
of traditional professional development creates a niche for
alternative forms. The advent of new technologies and the
massive popularity of the Internet provide endless possibilities
for innovative approaches in delivering and/or facilitating
continuous online teacher professional development (oTPD)
(Lock, 2006); the dynamic nature of oTPD using interactive web
tools bridges the gap in providing teachers access to professional
development. This chapter provides a discussion of the results
of a qualitative study highlighting an online teacher
professional development (oTPD) framework that integrated
the principles of cognitive apprenticeship and informal
An Online Teacher Professional Development Framework for Taiwanese English
Teachers in Supplementary Schools: Undoing Self-Marginalization
339
mentoring in online environments. The results show that
despite some limitations of the study, the Taiwanese teachers
benefitted from the oTPD through the construction of new
knowledge and skills that had direct implications for their
attitudes, behaviour, and practice

[英文摘要] :
Marginalized Taiwanese English teachers in
supplementary or cram schools (bǔ-xí bān) tend to undermine
themselves (Su, 2009), and unfortunately, many non-native
English speaking teachers use their non-native identity as an
excuse for their poor aptitude in the English language and/or
their lack of confidence in teaching (Choi, 2007). Sadly, their
low self-perception as English teachers inevitably breeds
self-marginalization. The dilemma for Taiwanese English
teachers in supplementary schools does not only involve
getting the right teacher education but also the need to engage
in continuous teacher learning and professional development
opportunities that enhance the value of personal and
professional growth (Tiangco, 2005). Given the fact that many
Taiwanese English teachers enter the EFL classroom without
formal preparation specifically in teaching EFL, teacher
professional development (TPD) has become more important
than ever. TPD can include formal or informal learning
experiences throughout one's career (Fullan, 1991). Marsick and
Watkins (1990) state that formal learning is
Pai-Hsien Aiden Yeh
338
“institutionally-sponsored, classroom-based, and
highly-structured”, while informal learning is a “category which
includes incidental learning, may occur in institutions, but is not
typically classroom-based...” (p. 12). Traditional forms of TPD
may include annual local, national, or international conferences,
workshops, college course (Little, 1993), while the most recent
forms of TPD activities that teachers can do on their own and for
their own sake (Edge & Richards, 1998) include joining
communities of practice (Lave & Wenger, 1991), co-teaching,
mentoring, coaching, reflecting on class lessons (Schifter &
Fosnot, 1993), self-directed learning, and action research
(Guskey, 2000). Traditional TPD has conventionally been
offered as a face-to-face activity, and in most cases, held after
school, during the weekends, and sometimes during holidays
where teachers could find time to participate. Garet et al (2001)
posit such TPD is “widely criticized as being ineffective in
providing teachers with sufficient time, activities, and content
necessary for increasing teachers’ knowledge and fostering
meaningful changes” (p. 920). Such reproof on the deficiencies
of traditional professional development creates a niche for
alternative forms. The advent of new technologies and the
massive popularity of the Internet provide endless possibilities
for innovative approaches in delivering and/or facilitating
continuous online teacher professional development (oTPD)
(Lock, 2006); the dynamic nature of oTPD using interactive web
tools bridges the gap in providing teachers access to professional
development. This chapter provides a discussion of the results
of a qualitative study highlighting an online teacher
professional development (oTPD) framework that integrated
the principles of cognitive apprenticeship and informal
An Online Teacher Professional Development Framework for Taiwanese English
Teachers in Supplementary Schools: Undoing Self-Marginalization
339
mentoring in online environments. The results show that
despite some limitations of the study, the Taiwanese teachers
benefitted from the oTPD through the construction of new
knowledge and skills that had direct implications for their
attitudes, behaviour, and practice

[參考文獻] :
Atkinson, R., & Flint, J. (2004). Encyclopedia of social
science research methods. SAGE Publications, Inc.
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research
for education: An introduction to theory and methods.
Boston: Allyn and Bacon, Inc.
Borko, H. (2004). Professional development and teacher
learning: Mapping the terrain. Educational Research,
33(8), 3-15.
Chao, G., Walz, P., & Gardner, P. (1992). Formal and
informal mentorships: A comparison on mentoring
functions and contrast with nonmentored counterparts.
Personal Psychology, 45(3), 619-636.
Choi, S. J. (2007). The experiences of non-native English
speaking teachers and their professional identity
constructions in an ESL context. Ann Arbor, MI:
ProQuest.
Clement, M., & Vanderberghe, R. (2001). How schools
leaders can promote teachers’ professional development:
an account from the field. School Leadership and
Management, 21(1), 43-57.
Cohen, L., Manion, L., & Morrison, K. (2000). Research
methods in education. 5th Ed. London:
Routledge/Falmer.
Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive
apprenticeship: Teaching the craft of reading, writing and
mathematics. In L. B. Resnick (Ed.), Knowing, learning
and instruction: Essays in honor of Robert Glaser (pp.
An Online Teacher Professional Development Framework for Taiwanese English
Teachers in Supplementary Schools: Undoing Self-Marginalization
369
453-494). Hillsdale, New Jersey: Lawrence Erlbaum
Associates.
Edge, J. & Richards, K. (1998). Why best practice isn‘t good
enough. TESOL Quarterly 32 (4), 569-576.
Fraenkelm J., & Wallen, N. (1993). How to design and
evaluate research in education, 3rd Edition). New York,
NY: McGraw-Hill.
Fullan, M. G. (1991). The new meaning of educational change.
New York, NY: Teachers College Press.
Ganser, T. (2000). An ambitious vision of professional
development for teachers. NASSP Bulletin, 84(618), 6-12.
Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B., &
Yoon, K. S. (2001). What makes professional
development effective? Analysis of a national sample of
teachers. American Educational Research Journal, 38(3),
915-945.
Gusky, T. (2000). Evaluating professional development.
Thousand Oaks, CA: Corwin
Guskey, T. (2002). Does it make a difference? Evaluating
professional development.
Educational Leadership. 59 (6), 45-51.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate
peripheral participation.
Cambridge, UK: Cambridge University Press.
Lee, O. & Yarger, S. J. (1996). Modes of inquiry in research
on teacher education. In J. Sikula, T.J. Buttery, & E.
Guyton (Eds.), Handbook of research on teacher
education (pp. 14-37). Second Edition. New York:
Macmillan
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. New
Pai-Hsien Aiden Yeh
370
York: Sage.
Little, J. W. (1993). Teachers’ professional development in a
climate of educational reform. Educational Evaluation
and Policy Analysis. 15 (2), 129-151.
Lock, J. (2006). A New Image: Online Communities to
Facilitate Teacher Professional Development. Journal of
Technology and Teacher Education. 14 (4), 663-678.
Marsick, V. J., & Watkins, K., E. (1990). Informal and
incidental learning in the workplace. London: Routledge.
Miles, M.B., & Huberman, A.M. (1994) Qualitative data
analysis: An expanded sourcebook.( 2nd edition).
Thousand Oaks, California: Sage.
Murray, M. (2001). Beyond the myths and magic of mentoring.
How to facilitate an effective mentoring process. San
Francisco, California: Jossey-Bass, Inc.
Ryan, G. W., & Bernard, H. R. (2000). Data management and
analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.),
Handbook of qualitative research (2nd ed.) (pp. 769-802).
Thousand Oaks, CA: Sage.
Schifter, D., & Fosnot, C. (1993). Reconstructing mathematics
education: Stories of teachers meeting the challenge of
reform. New York, NY: Teachers College Press.
Su, R. S. (2009). Language and identity searching: A case of
non-native language
professionals in Taiwan. Unpublished Master‘s Degree Thesis.
Department of Applied Foreign Languages Chaoyang
University of Technology. Taiwan.
Stake, R. E. (2000). Case studies. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (2nd
ed.) (pp. 435-454). Thousand Oaks, CA: Sage.
An Online Teacher Professional Development Framework for Taiwanese English
Teachers in Supplementary Schools: Undoing Self-Marginalization
371
Stevens, V. (2009). Global and local visions: Webheads and
Distributed Communities of Practice. Colloquium
presented at the TESOL Convention, 2009, Denver.
Strauss, A. L., & Corbin, J. (1990). Basics of qualitative
research: Grounded theory
procedures and techniques. London: Sage.
Tiangco, J. (2005). Using contemporary psychological
perspectives in re-understanding Taiwanese EFL
development: Observations and implications for tertiary
education. Asian-EFL Journal, 7(1), 102-136.
Wang, F.K., & Bonk, C. (2001). A design framework for
electronic cognitive apprenticeship. JALN 5(2), 131-151
Yeh, A. (2001). Managing human resources: A study of
recruitment, training and reward policies of an English
kindergarten school in southern Taiwan. Unpublished
Master’sThesis. University of Surrey, UK.
Yeh, A. (2011). Facilitating teacher professional development
in online learning environments: A study of Taiwanese
English teachers in private language supplementary
schools. Unpublished Doctoral Thesis. University of
Birmingham, UK
Yin, R. K. (1984). Case study research: Design and methods.
Newbury Park, CA: Sage.