The Implementation of Online Case Analyses to Trigger Collegial EFL Part-time Faculty's Reflection

運用線上教案分析以觸發大專英語兼任教師之反思

Higher education has been challenged by the rising reliance on part-Lime faculty; however, limited endeavors have been contributed to the integration of part timers into educational community. This study investigated how the utilization of five- step case analysis procedure in an online community triggers reflection of collegial English as Foreign Language (EFL) part-time teachers. Four part-time EFL teachers from a private college were recruited. Data resources including online discussion and reflections, case analyses and interviews, were employed lo investigate part-time faculty's perspectives of reflecting on cases in an online community. Results reveal that the online community provides part-Lime faculty with opportunities to learn from each other and a risk-free venue lo try new teaching ideas, helping them break professional isolation through connecting theories with practices. Also, the five- step case analysis guided the participants to exercise reflective practices. For future study, it is suggested that teachers of interdisciplinary studies should be included and investigated.

本研究主要探討在網路教師社群使用五步驟教案分析法，如何觸發以英語為外語之大學兼任教師的反思。一直以來，高等教育面對日益依賴兼任師資的挑戰。雖然研究者建議兼任教師應享有與專任教師相同的專業發展機會，對於如何將兼任教師融入教育社群中的努力，仍顯不足。本研究利用五步驟教案分析法於一網路教師社群，旨在使兼任教師反思教案中的議題，並與其他教師分享自己的反思。有鑑於教師反思為教學精進中的基礎，本研究以一私立大學中四名以英語為外語之兼任教師為研究目標。研究資料來源涵蓋教師們於網上社群的討論及個人反思、教案分析和訪談。這些資料用以探討兼任教師對於在網上社群以教案進行反思的看法。研究結果指出，在網路社群上進行教案分析和討論，提供教師們討論教學想法一個無風險的場域。除此之外，也有助於教師建立合作學習、結合理論和實踐、打破兼任教師在工作環境和專業成長上的孤立，以及促進教師的反思。針對未來的研究方向，本研究建議教師社群應包含及探究不同領域的教師如何相互合作及激盪想法。