研究建議

本研究對 NEST 助理之教學角色看法和與 LET 間搭檔之專業關係進行調 查，以區分其產生之專業合作關係類型與程度。本研究採取跨領域合作之理論 說明 NEST-LET 互動時所出現的合作主題，研究以參與者與三位 LET 搭檔的經 驗進行持續之比較性研究，發現了合作理論未提及之關鍵人格特質；此外，研 究發現合作理論對合作層級的區別並無法清楚界定真實的專業合作關係，後續 對協同教學合作關係的研究應著重於先決條件變數或搭檔關係特徵，以此進行 專業合作關係演變歷程之研究。

參考文獻

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附錄一 訪談大綱

Interview Questions

The following interview questions were devised to query two broad areas:

professional relationship and teaching efficacy

NEST-LET Relationships:

1) How would you describe your relationship with the LET at the beginning of the year and at the end?

a) Blind date—still feel like the relationship was set up by the Foundation

b) Committed marriage—you are a team working together to “bring the

children up right”

c) Joint custody –separated or already divorced but coming to class together

because you still have to try for the “children’s sake”.

d) Extended family or “village”—working together with other LETs or even

other staff in the school. The school or other groups of teachers become a community around you to help the students learn English.

Why do you think this way?

2) How often did you ask your LET for advice on teaching, cultural, or life issues?

3) How often did your LET ask YOU for advice on teaching or cultural issues?

4) If you spent time on field trips or other activities, do you feel they contributed to a positive relationship with LETs and other faculty members? Do you feel that these experiences positively or negatively impacted your relationship with the students?

5) Imagine you were to do a program similar to the NEST program in another country, and you will return to the blind date stage all over again. How would you describe yourself, particularly your personality, to a prospective LET partner?

Teaching self-efficacy:

1) At the outset of the school year, after the first few workshops and orientation sessions, did you envisage a clear role for yourself in the classroom or

school? Please describe your interpretation of NEST responsibilities and roles.

2) Now, in retrospect, would you say that your ideas about the role of NESTs have changed? How so? Please describe.

3) Which model of co-teaching did you utilize with your LET in each class? Please comment on why you chose that model and your degree of success implementing that model.

a) One teach, one observe

b) One teach, one assist (drift, float around classroom to individual students)

c) Parallel teaching (split class-same lesson, content—better teacher-student

ratio)

d) Station teaching

e) Alternative teaching (class is split, maybe unevenly, one group gets

differentiated instruction)

f) Team teaching (LET and NEST deliver lesson content together)

4) About what point in the school year would you say that you had an adequate situational awareness with respect to the English language abilities of each class, grade level you taught?

5) Do you feel that you were always able to maintain this situational awareness?

Even with classes in different schools?

6) How did you and the LET divide responsibility for assessment of student work?

Do you feel you had sufficient voice in student assessment?

7) What was the scope of your usual lesson planning with the LET—day-to-day planning, planning weeks in advance, months, or the whole year?

8) Did you feel that you were a participant in macro-planning? I mean, did you participate in discussions or were made aware of the whole year’s syllabus and curriculum objectives?

9) How do you feel about your quality of micro-planning with your LET? I mean, the times that you two get together to plan a week’s or day’s lessons etc. Is your

responsibilities or do you just sense the LETs pedagogical focal points through your own observations?

11) Are you aware of any kind of confusion on the part of the students because of any kind of conflicting signals from you and the LET? If so, what kind of confusion or problems occurred? How was the students’ confusion resolved?

12) How often did you and the LET co-develop instructional materials? Was such collaboration useful or productive?

13) In retrospect, do you believe that you have made progress in your teaching professionalism? Please provide examples of knowledge or skills related to teaching and EFL instruction that you have learned this year.

a) How much of this do you attribute to the weekly training workshops?

b) How much of this do you attribute to your professional interaction with the

LETs?

附錄二 訪談逐字稿

Transcript of Interview with Shelly.

R: So how would you describe your relationship with the LET at the beginning of the year and at the end? There were some options here, like blind date, committed marriage, joint custody, extended family or village?

S: Um, at the very beginning I think it was joint custody.

R: Oh really you went straight into joint custody? This is like separated or already divorced but you’re coming to class together because you still have to try for the children’s sake. You know, we’re making metaphors for the different types of relationships.

S: Oh got you. Got you. Uh, could I have the options again?

R: Ok well we have “blind date” and this would still feel like the relationship was set up by the foundation-matchmaker. Committed marriage-you’re a team working together to bring the children up right. And of course, joint custody-separated or already divorced but you come to class together because you still have to try for children. And the extended family or village-you’re working together with your LET or maybe even other staff in the school and maybe the school or other staff and teachers become one big community to help the students learn. So at the beginning and end how would you describe your relationship?

S: Um I had different LETS from the beginning and at the end. I would describe my first LET who I had only spent a week with, that was more of a committed

relationship. She was a substitute and it was her first time teaching at the school and

teaching English but our school was getting involved like I said, school and staff was helping us promote English language at the school and she also like, I also hung out with her and did things with her outside of school which made it seem like a family affair rather than just academics.

R: (3:16) Ok, well then, that was for the LET 1? that was for the first LET? This was the second LET. Oh second,

S: Oh I guess it would be my final LET. I’ve had three LETs.

R: What you had 3 LETs? I didn’t realize you had so many. So this is getting complicated now. So your first LET you go straight into committed relationship.

S: Yes

R: OK, And then the LET left?

S: Um yeah, she was a substitute for a week or two and then I had a second LET who was a long-term substitute.

R: and then what would your relationship be with her?

S: I think at the beginning it was kind of like a committed relationship, and then at the end it was kind of like joint custody.

R: (4:10) Oh, joint custody. And then the third LET?

S: Started off as committed. I think all of them started off as committed relationship, and then the third extended to like a village, extended family.

R: Interesting, interesting. I’m still curious because you get together, technically the foundation will bring you together. You come to Taitung. How did you already feel that it was a committed relationship?

S: I think with my first LET, what ended up happening was the coordinator came and explained my purpose for being there, and right away, ‘cause she came on the first day of school, and right away it was like “ok, how about we do this?” and we were

exchanging ideas and it was already like cooperation in that sense. And, um, she kind of had a goal of how she wanted classes to go, but then she would always consult me and be like how do think we should do this?” so yeah, it seemed like we were both contributing.

R: I see.

S: Yeah

R: (5:40) Well then, uh, since you were already cooperating and consulting with each other, then how often did you ask your LET for advice on teaching, cultural or life issues?

S: I guess the question is which LET do you want me to explain that?

R: I guess it would be the third one, because that was the one you were with the longest. And then up until now at the end. So for your final LET then, you know, do you often ask for advice on teaching, cultural or life issues?

S: Uh yeah a lot of times when we have breaks in between classes, I’ll bring up something that I feel is kind of like culturally different and ask her about it. Or if there’s a holiday happening, I’ll ask her about the holiday. Or if she has any ideas about, like, most of the time I’m in charge of phonics, so if she has any ideas of how I could like help with that section.

R: Well what do you mean, what example of the cultural differences that you had to ask?

S: Oh, so, trying to think of an example. Uh, I guess once I realized that a lot of times

attention to it.” Small things like that.

R: How about time together on field trips or activities. Would you say that contributed to a positive relationship with the LET and with the other faculty members?

S: (7:49) I think it definitely did. Being outside of the classroom, um actually get into, I guess hanging out with them and getting to know their personality definitely made things a lot easier, a lot better, people opened up a lot more after we had our field trip.

R: Oh like the people, like which people?

S: So the first field trip that we had, me and my LET were kind of close already because of other activities that we’ve done together, but it allowed me to get to know more of the staff and faculty at my school, and fellow teachers.

R: (8:37) So then after you get to know these teachers, um would this have any relationship, would this have any impact on how you deal with the students? Does this help you deal with the students? Becoming closer to these other teachers, did that help your job and help you teach the students?

S: I think, it made it easier for me to communicate, so, uh, for example, if one of my students in my fourth grade class is acting a little rowdy, because I have a

relationship with their homeroom teacher I could easily kind of be like, “this student is being kind of rowdy” or even if it’s something as simple as working in the office or printing something or creating a project for the student and kind of just having that faculty support.

R: (9:33) Ok. Now, imagine you’re to do a program similar to the foundation in another country and let’s imagine you’re going to back to a committed marriage, because that’s how you started with all your relationships, so you’ll go back to this

committed marriage. So how would you describe yourself to a prospective LET? You go to this new country, similar program, it’s kind of like you’re dating, kind of like those arranged marriages. How would you describe yourself?

S: Right, I would say, I would tell them first what my goal is. Here I want to make English more fun and interesting for my students. I would first let them know that that’s my main goal, of course I want them to do well on tests, but that’s my goal.

Also, I would give them a slight warning about my personality just because sometimes I really, I do a lot of things that are kind of strange.

R: (11:00) Like what?

S: I would call it more outgoing. Sometimes outgoing may seem too much or also outgoing can be seen as being straightforward. Uh, yeah.

R: Did that ever create a problem? Outgoing became a problem?

S: I think sometimes when you’re working with someone who is more reserved, having a partner or co-teacher who is a little too outgoing could be annoying to them or it could feel like…

R: Uh I mean did you pick that up? What makes you say that? Have you picked that up with LET 1 or maybe 2 or 3?

S: Uh, I feel like I have because of my personality, a lot of, also it could be because just a foreigner in there, um, a lot of the students, a lot of the teachers, a lot of people will come talk to me and hang out between class, and sometimes it felt like my LET felt neglected, like they didn’t get as much attention, and so that could kind of create

built up anger over time then it just became no talking at all, which is hard.

R: Oh, like what? What was the problem? What was this thing that was simmering and festering?

S: (12:56) Honestly I still don’t fully know what the problem was. Uh, but at least from my side, this goes with my second LET. My goal like I said was to make English fun and be more involved in the classroom. But what ended up happening was I kind of stood in the back. That was hard because in my mind I’m going to do this and do that, and I want to be more involved in class and so having that

conversation kind of brought a little bit of tension, because obviously I’m not a teacher here, but I came here to teach. So, yeah, but talking about that and working through it and trying to find ways to like fit and get to my purpose is something that…

R: I see –get into the goal, so wait a minute, with LET2, let me let me get this straight. With LET 2 it’s like, you knew that you were not reaching your goal.

S: yeah

R: (14:10) You knew that you were not being who you thought you should be, and you couldn’t get to that ideal D that you wanted to be.

S: Right,

R: I see, I see, interesting. OK let’s talk a little bit, this actually leads to our next set of questions directly about teaching. So then after the workshops and orientation, then you really did have a clear goal.

S: Right

R: Ok, then besides making English fun and interesting, what else… can you tell me more about your interpretation of your responsibilities and roles as an NEST, what were you led to believe you should be doing as an NEST besides fun and interesting

English?

I was led to believe that in the classroom I had just the same responsibility as the LET did, so I would basically have just the same type of authority in the classroom. I was also led to believe that my purpose to enhance their English was more of uh speaking, helping with pronunciation, well of course helping with all aspects, but mostly with pronunciation, uh, yeah.

R: (16:04) Ok, interesting. Now then at the end in retrospect, have these ideas changed? This idea that you should have equality of responsibility, equality of authority and that your purpose was to enhance speaking and pronunciation. Do you think now you have changed you mind? Do you think differently?

R: Um, I think that …I don’t think this has changed so much. Um, I guess I’ll go back to the first question. I think I was a little more ambitious about what occurred in the classroom, and that now I kind of narrowed it down to those things. Yeah, so I do

R: Um, I think that …I don’t think this has changed so much. Um, I guess I’ll go back to the first question. I think I was a little more ambitious about what occurred in the classroom, and that now I kind of narrowed it down to those things. Yeah, so I do

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