混合式案例學習法對於引發大學英語兼任教師群體反思之影響

Investigating the Influence of Hybrid Case-based Learning on Stimulating College Adjunct EFL Faculty’s Collective Reflection

以個案為主的學習，在師資培育中已行之有年，能提供教師無風險的教學情境，針對在實際課堂所遭遇的問題，思考出有效的解決方案。然而，讓在職教師以本身經驗撰寫案例故事，來增進其專業學習的研究，則相當有限。因此，本研究旨在探究混合式案例學習法，能否及如何有助於兼任教師的專業成長。混合式案例學習法涵蓋個別的自傳式寫作及群體的案例學習。這些案例，將成為教師們和同儕分享、探討及評論的學習資源。本研究邀集4位大學兼任英語教師參與一學年的混合式案例學習法。資料來源涵蓋參與者對教案的分析、討論及焦點團體訪談，就參與者對於使用案例故事法的觀點進行探討。研究成果發現，混合式案例學習法可使教師們對其過往教學，進行群體反思；而該學習法亦能幫助教師以鷹架架構方式學習。混合式案例學習法有助於教師以不同觀點去審視其教學經驗，同時，也能瞭解到其他教師所遭遇過的教學問題。亦讓教師理解其他教師所遇到之狀況，以及集思廣益探討解決各種教學困境的方法。最後，由於本研究於線上社群執行，在新冠肺炎蔓延之時，依舊有助兼任教師維持其專業學習。

Case-based learning has been used in teacher education to provide teachers with risk-free contexts to avoid problems that could happen in real classrooms. However, few studies invited college instructors to write their own case stories as a learning activity for teacher professional development and for the investigation of its effectiveness. Thus, this study examined whether and how the Hybrid Case-based Learning (HCL) model can help leverage adjunct faculty’s professional learning. HCL model, as an approach to teacher professional development, combines individual autobiographical writing and case method learning in a group. After teachers complete their writings, the stories become resources to share with colleagues for comments and discussions. This study recruited four adjunct instructors of English as a Foreign Language and implemented HCL for one academic year. Data was obtained from the participants’ case analyses, discussions, and focus group interviews. Results reveal that HCL encourages teachers to reflect upon their teaching and scaffold their professional learning. The participants could also look at their own experiences from different perspectives, and learn from the dilemmas other teachers encountered during HCL activities. Finally, online HCL can be a promising method to help teachers continue and sustain their professional learning during the COVID-19 pandemic period.