本研究旨在透過人類領域性理論，探討教師領域性相關內涵，以理解教師領域性心理與行為，進而探討國小教師領域性與協同教學意願的關係。本研究重點主要包括：（1）人類領域性與教師領域性的相關概念、（2）協同教學相關概念、（3）國小教師領域性與協同教學意願的關係、（4）對國小協同教學實施的建議。 本研究採用文獻分析法以及問卷調查法進行，以自編之「國民小學教師領域性與協同教學意願調查問卷」，針對台北市五所有班群教室設計與協同教學的國小及五所一般國小，合計十所國小全體教師實施問卷調查。合計發出502份問卷，有效問卷共計247份，有效問卷比例約49.2%。使用的統計方法除描述性統計外，還包括信度分析、T考驗、單因子變異數分析、相關分析、因素分析及潛在變項分析。 本研究主要結果如下： 一、國小教師確實會以領域相關概念處理教學相關事項，亦即，教師對教學相關事項的處理，確實存在領域性。 二、國小教師對教學相關事項的處理，偏向於初級領域概念。保守言之，其教師領域概念介於初級領域與次級領域之間，且略偏向初級領域。 三、整體而言，國小教師具有中等以上程度的教學相關領域性。 四、在五種教學相關領域事項中，國小教師最期望獲取的是時間與空間，最尊重不侵擾的是時間與學生群體。相對上，「教學時間」最能代表國小教師領域性。 五、經實證調查分析，八項有意義的領域性影響因素為：人際身分因素、領域特質因素、情境因素、性格/經驗因素、人際異同喜惡因素、資源因素、自我概念因素、程序因素。 六、整體而言，國小教師協同教學意願維持在中等程度，並傾向認為學校教師彼此間應該像是「親密的一家人」。 七、國小教師似乎偏好某些類型的協同教學。 八、國小教師若越傾向以初級領域概念處理教學空間、教學資源、教學時間、學生群體、及個人對教學的想法或做法，就越傾向不願意實施協同教學。 九、不同人口變項的國小教師其教師領域性與協同教學意願高低有顯著差異。 十、國小教師的教學相關領域性與其他場域領域性的特性有差異。 最後，依據上述研究結果，本研究分別提出對國小學課程與教學、學校或教育行政機關及未來研究的建議。 / This study aimed to investigate the content of territoriality of teachers through the theory of human territoriality, for realizing the psychological and behavioral significance of territoriality of teachers, and then studying the relationships between the concept of territoriality of teachers and the willingness of team teaching of elementary school teachers. The main pointes of this study includes: (1) the concepts about human territoriality and territoriality of teachers, (2) the concepts of team teaching, (3) the relationships between the concept of territoriality of teachers and the willingness of team teaching of elementary school teachers, and (4) the suggestions on the implementation of team teaching in the elementary schools. In this study, literature review and questionnaire survey were adopted; and the questionnaire “A Survey on the Relationships Between the Concept of Territoriality of Teachers and the Willingness of Team Teaching of Elementary School Teachers” was designed. The questionnaire survey was conducted on 502 elementary school teachers, from five clustered-classroom and team-teaching public elementary schools and five other general public elementary schools in Taipei city. At last, 247 questionnaires （49.2%） were valid and analyzed. Besides descriptive statistics, reliability analysis, t-test, one-way ANOVA, correlation analysis, factor analysis and SEM were used to analyze the data from the questionnaire survey. Some of significant findings of this study are as follows: 1. Most elementary school teachers treat related teaching affairs with territory concepts. That’s to say, the concept of territoriality of teachers can be found in the treatment of teaching affairs by most elementary school teachers. 2. Most elementary school teachers tend to treat teaching affairs with the concept of primary territory. In terms of conservative analysis, the inclination falls on the border between the primary and secondary territory, but towards the primary territory. 3. In general, most elementary school teachers possess above-average level of related territoriality of teaching. 4. Among five related territoriality of teaching affairs, most elementary school teachers desire to have time and space—value time and “space” most—and extremely respect time and students, which cannot be bothered. In other words, “Teaching time” is the most representative of territoriality of teachers. 5. After the analysis of the empirical study, eight significant Influential factors of territoriality are: (1) inter-personal relationship and status, (2) territorial characteristics, (3) situation, (4) personality/experience, (5) inter-personal preference, (6) resources, (7) self-concept, and (8) procedure. 6. On the whole, most elementary school teachers’ willingness to team teaching are moderate, and tend to regard each other as intimate family members. 7. Most elementary school teachers tend to prefer some kinds of team teaching. 8. The more elementary school teachers tend to treat—with the concept of primary territory—teaching space, teaching resources, teaching time, students, and their thinking and doing about teaching, the less they are willing to practice team teaching. 9. For the elementary school teachers of different demographical variables, the relationships between their territoriality of teachers and willingness of team teaching are significantly different. 10. The characteristics of territoriality of teaching are different from those of other fields. Finally, based on the findings of the questionnaire survey and related literature review, the researcher works out some suggestions on the elementary school curriculum and instruction, schools and educational administrative organizations and future researchers.

本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。 本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。 本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。 / The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices. This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching. Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.

以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。 本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。 研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。 整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。 / National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness. The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program. This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.