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在香港國際學校，相較于本地學校，更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢？瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查，通過Maslash（MBI-ES）問卷，分三個維度（情緒衰竭、非個性化、低成就感）對中文教師職業倦怠的程度進行描述；其次，利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則，隨機抽取國際學校中文教師30 人進行調查，利用SPSS17.0 對數據進行整理和分析，組間的差異性采用方差分析（單因素ANOVA）和t 檢驗，人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現，香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠，而在低成就感上得分較高，即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異； 不同年齡的教師在低成就感維度上差異顯著（ P=0.000），本次調查中，20-30 歲的教師成就感最低，50 歲或以上的教師最有成就感；從入職時間上看，有1-2 年工作經驗的教師有相對高的情感衰竭情況（22.00±6.06）；不同入職時間的教師在成就感上差異顯著（P= 0.018），從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外，學歷與成就感表現出顯著相關（B=3.195，P=0.034），學歷越高在教學上的成就感體驗也就越高；同時，香港以外的教學經驗與成就感呈現顯著相關（ B=2.253，P=0.05），即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age（ P= 0.000 ） and working years（ P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment. / published_or_final_version / Education / Master / Master of Education

This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice

本論文的研究題目是「香港國際學校IB中文科教師的知識建構：多個個案研究」，主要是透過結合理論分析和探究式訪談，探討香港地區IB中文科教師對IB中文課程的認識，初步歸納出當前香港地區IB中文科教師的知識結構。 本研究選取了三位職前受訓的IB中文科教師、兩位在職的IB中文科教師 和兩位大學的教師培訓者作爲本研究的研究對象，以半結構性訪談作爲主要的研究方法，所有的訪談都進行現場錄音，訪談內容則語譯成詳細的訪談提綱，並進行深入而詳細的分析。 本研究發現，在實習之前，三位職前教師只是知道一些關於IB中文課程的基本知識、考試模式等知識，對於真正的IB中文科的課堂教學知識並不知曉；而在實習之後，他們的知識建構有了較大的改變，除了進一步鞏固其IB中文課程的基本知識之外，還掌握到了一些具體的教學法知識、課堂管理的知識。 至於在職的IB中文科教師方面，本研究發現兩位在職教師和職前教師一樣，都具備了對IB中文科的學科知識、課程知識以及學科教學知識。而由於他們在教學上具備多年的經驗，因此他們和職前教師相比，還具備了有關學生的背景的知識、其他教育背景的知識、掌握時事新聞的知識、跨學科和跨文化的知識等等。 而在大學教師方面，本研究發現大學的教師培訓者在設計IB中文科教師培訓課程時，能夠針對職前和在職的IB中文科教師的需要，把課程的重點放在教學法和研究法裡，致力把世界最先進的第二語言教學的理論、教學的方法傳授給IB中文科教師，為香港及全球的學校培養中文作爲第二語言的老師和IB中文科教師。 研究員在上述研究發現的基礎上，提出一些改善目前IB中文科教師培訓課程、教師自身的知識建構、IB中文科教師培訓課程的教學內容，以及發展有效的師資培訓模式和教學方法等建議。本研究對於IB中文科教學的理論探討、IB中文科師資培訓的課程設計，以至香港地區的IB中文科教學狀況的研究都具有參考價值。 The topic of this research is the knowledge construction of IB Chinese teachers in Hong Kong International Schools: Multiple case studies, mainly to explore the different stages of teachers’ knowledge construction through theoretical analysis and interview, and sum up objectively the current process of knowledge construction for teachers in International Baccalaureate (IB) Chinese Language courses in Hong Kong. There were three kinds of research participants in this study, including three pre-service IB Chinese Language teachers, two in-service IB Chinese Language teachers and two teacher trainers in the university. The participants had the semi-structured interviews with the researcher in the study. The researcher had in-depth discussion on the topic of IB Chinese Language courses, audio-recorded all the interviews and transcribed all the conversations into protocols for in-depth analysis. This study found that, before the internship, the three pre-service teachers only knew some basic knowledge on the mode of examination of the IB Chinese Language courses, they did not know any teaching knowledge of the real IB Chinese Language class. But after the internship, there were some significant changes on their knowledge construction, in addition to further consolidate their basic knowledge of the IB Chinese Language courses, they grasped the specific knowledge of pedagogy and classroom management. As for the in-service IB Chinese Language teachers, this study found that two in-service teachers just like the pre-service teachers, they knew the knowledge on the IB Chinese Language subjects and curriculums, and the knowledge on pedagogy. However, to compare with the pre-service teachers, as the in-service teachers had got a lot of experiences in teaching, they also knew the knowledge on the students' background and the mastery of other educational background, they knew the knowledge on current events as well as the interdisciplinary and cross-cultural knowledge and so on. For the university teachers, this study found that when the teacher trainers in the university designed the IB Chinese Language teacher training courses, they could meet the needs of the pre-service and in-service IB Chinese Language teachers. The courses focused on the teaching methodology and research methodology, they tried to teach the IB Chinese Language teachers with the most advanced second language teaching theory and teaching methods in the world, to train the IB Chinese Language teachers and the teachers in Teaching Chinese as a Second Language for the IB schools in Hong Kong and around the world. On the basis of the above-mentioned study, the researcher made some recommendations for the IB Chinese Language teacher training courses. The emphasis was to improve the teachers' own knowledge construction, improve the teaching content of the IB Chinese Language teacher training courses, and develop some effective teacher training models and teaching methods. All in all, this research is helpful for exploring the theory and curriculum design of the IB Chinese Language teaching, as well as the research on the IB Chinese Language teaching in Hong Kong. / published_or_final_version / Education / Master / Master of Education