An examination of EFL E-Mentor’s Teaching Patterns through the perspective of TPCK

• Main Authors: Chi-Chieh Cheng, 鄭企傑
• Other Authors: Hsueh-Hua, Chuang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/85841364006089613996

碩士 === 國立中山大學 === 教育研究所 === 99 === Teachers today are required to develop flexible teaching models based on their perceptions, applications, and combinations of various emerging technology resources. This study aimed to identify core teaching patterns of two E-mentors with different TPCK level and to explore the characteristics of their teaching journey in an online English Teaching environment. Through the constant comparative analysis of various data collected, the researcher explored English E-mentors’ teaching patterns of their online English teaching process and identified core categories that depicted two English e-mentors online teaching journey. Last, the researcher summarized the results and brought up related suggestions. 　The conclusions of this study were: 1.In this study, researcher combines the concept of time line with E-mentors’ teaching patterns, and it would be marked by three stages- early, middle, and final. In the early stage, E-mentors use the content of online learning platform as their main teaching materials. Besides using the content of the online learning platform, E-mentors also add multiple teaching methods and self-made teaching materials in the middle stage. In the final stage, E-mentors turned to guidance teaching approach to match students’ learning problems. 2.The eight core concepts of both E-mentors’ teaching were the e-learning system resources, Skype, extra resources, learning experiences, technological skills, environmental constructions, and attributions of responsibility belongs to eight core concepts what E-mentors used during the teaching patterns. 3.The E-mentors’ teaching beliefs, experiences, and students’ learning situation were factors which informed the eight core concepts and characters. 4.The materials and approaches E-mentors utilized during the teaching patterns were divided into virtual type and non-virtual type. 5.Two E-mentors technological knowledge, pedagogical knowledge, and content knowledge reflected formed complex interplay during their teaching process. 6.Applications of teaching resources, the inheritance of learning skills, and transmitting teaching affection contributed to the two E- Mentors’ portraits of their online teaching journey. According to the findings, the researcher provided both investigative and practical suggestions and recommendations for further investigations.