過往的教師專業發展都是圍繞着如何加強教師的專業知識及教學技巧，藉以改善學生的學習，甚至會嘗試探討如何可透過學校重組、重建，以改變教育的結構與文化。問題是教師面對充滿諸多限制的「處境」時，所謂專業知識、教學技巧又是否還有用武之地?這十五年的教育改革似乎已走向回頭路，作為專業教師還有其他可行的路讓其內藏的專業能力有效地發揮嗎?本研究借用伽達默爾「詮釋學經驗交流」的理論作為行動介入，嘗試尋找教師個人專業發展的空間與可行性。 / 研究設計分為三個階段。第一階段，研究員透過邀請五位教師敍說其教學經驗，反思自我置身於歷史洪流處境中的教師角色，並探討自己的價值觀念；第二階段，為了讓各受訪者有較廣闊的思考角度，研究員會揭示自我的教學故事；第三階段，研究員選用「詮釋學經驗交流」的對等交流模式介入受訪教師的視域，促使雙方在過程中更深入地思索教育的意義。 / 通過這項行動研究，我們共有三項重要發現。第一階段的研究顯示五位受訪教師剛入職時的「理解的前結構」是比較簡單的，因此影響了他們日後面對的教學工作。再加上，他們未有察覺「效果歷史」的存在，結果面對宏觀社會環境以及微觀學校處境突如其來的轉變，未及反應。結果，五位受訪教師既要應付教師行業「多樣性」、「變動性」及「不確定性」的特點，又要應付處境改變帶來的衝擊，而出現了不同程度的失衡狀態。 / 在第二階段的研究中，發現「效果歷史」會對五位受訪教師的「自我理解」起了一定程度的作用。透過研究員以文字將他們敍說的故事重新有機地組織，讓受訪教師以另一整合角度去閱讀自己的故事。閱讀過後，他們不單看到「效果歷史」的張力如何影響自己對教師角色的理解，還呈現對教師專業的種種想法。研究員的故事介入促進受訪教師思索、回顧自己昔日教學。研究員的故事就像一面鏡子，讓受訪教師看到與研究員教學相同與不同之處，形成一種遊走於熟悉與陌生之間的感覺，帶來一種無形之衝擊感，同時為下一階段「詮釋學經驗交流」作好準備。 / 研究的第三部份發現「詮釋學經驗交流」可促使教師個人教學專業的成長與理解，正如伽達默爾所言，交流有變換的力量，只要交談成功最終會在雙方身上留下構成改變的東西。確實，研究員與受訪教師在構建專業對話平台讓雙方在平等、開放的「來回玩」交流經驗中以新的視域看視問題，對不同的教育議題獲取了新的理解與知識。 / 透過本研究看到五位受訪教師在「效果歷史」的拉扯下所呈現的狀況，同時看到「敍說研究」以及「詮釋學經驗交流」的介入如何提昇教師的意識及自省能力，以達致發展教師專業，重新尋找到教育的意義。希冀每一位教師都能努力提昇個人教學專業，打開心窗，傾聽不同的聲音。在「詮釋學經驗交流」中進行專業對話，以擴闊個人有限的視域，讓新的教學思維與內涵可以有機會進入教師心中，為教育界帶來美好的轉變。 / Teachers’ professional development tended to be centered upon how to enrich teachers’ professional knowledge and pedagogical skills for improvement of students’ learning or even how to restructure and reconstruct the school for the transformation of educational structure and culture. Yet, in fact, the crux of the matter is whether teachers’ professional knowledge and their pedagogical skill can still be put to use in face of many situational constraints. Given the fact that these 15 years of educational change seemed to be making about-face turn, can teachers still have alternative ways to unleash their interior professional capacities? This study is an action research drawing upon Gadamer’s theory of ‘hermeneutic of experience of language’ in an attempt to explore the spatiality and feasibility of teachers’ professional development as individuals. / This study design consisted of 3 stages. In the first phase, five teachers were invited to narrate their teaching experiences, reflect on the roles they played as teachers in the turbulent situation, and explore their personal values. As for the second phase, the researcher uncovered her personal teaching experience to broaden the interviewees’ perspectives. When it came to the last phase, the researcher adopted the "hermeneutics experience of language" approach in interacting with the interviewees on an equal basis so as to facilitate both parties’ deeper reflection on the value of education. / Through this action research, three important findings were identified. As shown in the first phase of study, it was found that the five interviewees’ relatively simple ‘fore-structure of understanding’ at their entry into the profession did have an impact on their later teaching performance. Besides, their lack of awareness of ‘the principle of history of effect’ did weaken their responsiveness to the sudden changes in the macro social setting and micro school environment. As a result, when confronted with the ‘diversity’, ‘volatility’ and ‘uncertainty’ of the teaching profession while at the same time, having to cope with the challenges brought about by the situational changes, the five interviewees suffered from a varying degree of imbalance. / From the second phase of study, it was found that ‘the principle of history of effect’ had some effect on the five interviewees’ ‘self-understanding’. The researcher made a written account of the interviewees’ narrations and then reorganized them. Reading their own stories from a different perspective not only helped them realize how ‘the principle of history of effect’ had influenced their understanding about a teacher’s role, but also threw light on different views towards teaching professionalism. The researcher’s own story further facilitated interviewees’ reflection and recollection of their teaching experiences. The researcher’s story was like a mirror, enabling the interviewees to notice the similarities and differences in their teaching as compared to the researcher’s. This interplay between familiar and strange experiences as a result made an imperceptible impact, preparing them for the next phase of ‘hermeneutics of experience of language’. / According to the findings in the third phase of study, ‘hermeneutics of experience of language’ could facilitate a teacher’s professional growth and understanding. As stated by Gadamer, exchanges had the power to transform, and as long as the exchanges were successful, both parties would experience changes. Admittedly, when the researcher and the interviewees were interacting and exchanging their experiences on a professional platform with equality and openness as well as viewing issues from new perspectives, they could get new understanding and knowledge about different educational issues. / This research has demonstrated how the five interviewees were shaped by ‘the principle of history of effect’ and how the agents of ‘narrative studies’ and ‘hermeneutics of experience of language’ enhanced teacher’s awareness and introspective capabilities in achieving teaching professionalism and rediscovering the value of education. Hopefully, every teacher will strive to work for better teaching professionalism, be open-minded and be willing to listen. Conducting professional dialogues through ‘hermeneutics of experience of language’ can help extend horizon and make way for new thinking modes of teaching and better character-building to bring about positive changes in education. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁頌賢. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 302-311). / Abstracts also in English. / Liang Songxian.

香港高中中國語文科課程在過去長期處於穩定的情況，但踏入2000年鋪天蓋地的教育改革接踵而來，中國語文科也不例外。香港課程發展議會在2001年編訂了《中學中國語文課程指引》，在翌年9月於初中正式施行，並於2005年9月拓展至高中。隨著334新學制在2009正式實施，原有的高中課程（中四至中五級）和大學預科課程（中六至中七級）將會合併，高中中國語文科也進行了相應的變革。這兩次的課程改革已不再局限於小幅度的內容修訂，使高中中國語文科教師面對前所未有的轉變。 / 本研究旨在通過了解課程改革後教師工作的變化，探究高中中文科教師在課程改革下的身份認同。本研究以質性研究取向，採用目的性的個案抽樣，選取了六名分別來自不同學生級別的學校，任教高中的教師為研究對象。 / 研究結果顯示，高中中文科教師的身份認同內涵複雜，包含了代表學科傳統的子身份認同認同，以及代表了考試傳統的子身份認同認同。這些子身份認同認同的建構受著制度層面、學校層面和個人層面等多重因素影響。由於在正規的課程內，反映考試傳統的子身份認同認同佔有優勢，教師通過追蹤課程改革後的新公開考試模式，嘗試建構這方面的身份認同內涵。另一方面，由於正規課程資源有限，教師必須在正規課程以外額外投入的個人資源，藉以建構代表學科傳統的子身份認同認同。 / 本研究發現，分別代表著學科傳統和考試傳統的子身份認同認同存在衝突，但基於高中課程應試的需要，代表考試傳統的子身份認同認同往往在正規課程內佔有優勢。儘管如此，因為新高中中文科課程內容和教學要求抽象，公開考試模式不斷轉變，教師往往在協助學生應付公開試時遭遇困難，影響了教師身份認同的建構。 / The curriculum of Chinese Language for the senior secondary education in Hong Kong had remained stable over a long period of time in the past. However, since 2000, there have been tremendous and successive education reforms, with no exception for the curriculum of Chinese Language. In 2001, The Curriculum Development Council of Hong Kong formulated the Curriculum Guide for Secondary Chinese Language, which was formally carried out among the junior secondary levels in September 2002, then extended to the senior secondary levels in September 2005. In 2009, the New Senior Secondary Curriculum was officially implemented. Under the new “334 System, the former senior secondary curriculum (Form Four and Form Five) and matriculation curriculum (Form Six and Form Seven) have been integrated. The subject Senior Secondary Chinese Language has also undergone relevant changes. These two reforms no longer concern with small-scale revision of the curriculum content. Senior Secondary Chinese Language teachers have thus been facing unprecedented changes. / Probing into the changes of the work of the teachers after the curriculum reforms, this research investigates the identity of Senior Secondary Chinese Language teachers under the reforms. Adopting a qualitative research approach and through purposive sampling of cases, a sample of six teachers has been chosen for the study. These six teachers are from six different schools of different bandings. / The results of the research indicate that the identity of Senior Secondary Chinese Language teachers is a complex construct. It comprises the sub-identity representing the tradition of the subject, as well the sub-identity representing the tradition of examination. The construction of these sub-identities is influenced by multiple factors from different aspects, such as the education policy, the school, and the individual self. The sub-identity representing the tradition of examination is advantageous within the formal curriculum. Therefore, the teachers attempt to construct such identity through following the mode of the new public examination after the curriculum reforms. On the other hand, the resources of the formal curriculum are limited. Beyond the formal curriculum, the teachers must put in additional individual resources in order to construct the sub-identity representing the tradition of the subject. / This research reveals that there are conflicts between the sub-identities representing the tradition of the subject and the tradition of examination respectively. However, in view of the requirement of examination in the New Senior Secondary Curriculum, the sub-identity representing the tradition of examination is in general advantageous within the formal curriculum. Nevertheless, owing to the abstract content and teaching requirements of new curriculum of the Senior Secondary Chinese Language, as well the continuous changes of the mode of public examination, the teachers generally encounter problems when helping the students prepare for the examination. This impacts the identity construction of the teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 林安. / "2013年4月". / "2013 nian 4 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 226-245). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Lin An. / Chapter 第一章 --- 研究緣起與研究問題的提出 --- p.6 / Chapter 1.1 --- 研究緣起 --- p.6 / Chapter 1.2 --- 研究問題的提出 --- p.8 / Chapter 1.3 --- 研究意義 --- p.10 / Chapter 第二章 --- 文獻析評：教師身份認同 --- p.13 / Chapter 2.1 --- 學界研究的轉向與教師身份認同研究的關係 --- p.13 / Chapter 2.2 --- 「身份認同」概念 --- p.16 / Chapter 2.3 --- 「教師身份認同」概念 --- p.19 / Chapter 2.3.1 --- 教師身份認同的概念化方式與取向 --- p.29 / Chapter 2.3.2 --- 教師身份認同與教師自我的概念關聯 --- p.37 / Chapter 2.3.3 --- 教師身份認同與教師角色的關聯 --- p.38 / Chapter 2.3.4 --- 小結 --- p.44 / Chapter 2.4 --- 教師身份認同的內部分類和分析 --- p.46 / Chapter 2.5 --- 教育改革與教師身份認同的關係 --- p.52 / Chapter 2.5.1 --- 教育改革所引發的教師身份認同危機 --- p.52 / Chapter 2.5.2 --- 教師身份認同在教改中的重塑 --- p.55 / Chapter 2.5.3 --- 教師經歷教育改革的情感元素與身份認同的關係 --- p.60 / Chapter 2.5.4 --- 身份認同概念與教師實踐性知識 --- p.61 / Chapter 第三章 --- 文獻述評：香港中學中國語文科課程改革 --- p.65 / Chapter 3.1 --- 制度層面的課程因素 --- p.66 / Chapter 3.1.1 --- 教師工作與角色的要求 --- p.66 / Chapter 3.1.2 --- 課程設計取向 --- p.69 / Chapter 3.1.3 --- 課程目標 --- p.70 / Chapter 3.1.4 --- 學科知識的內涵 --- p.71 / Chapter 3.1.5 --- 教學模式 --- p.73 / Chapter 3.1.6 --- 課程涵蓋面 --- p.75 / Chapter 3.1.7 --- 課程組織 --- p.76 / Chapter 3.2 --- 學校層面的課程因素 --- p.78 / Chapter 3.2.1 --- 科組的工作文化 --- p.78 / Chapter 3.3 --- 教師個人層面的因素 --- p.79 / Chapter 3.3.1 --- 教師個人信念 --- p.79 / Chapter 3.4 --- 小結 --- p.81 / Chapter 第四章： --- 研究設計 --- p.82 / Chapter 4.1 --- 研究問題的再提出 --- p.82 / Chapter 4.2 --- 核心概念與概念框架 --- p.83 / Chapter 4.2.1 --- 高中中國語文科教師身份認同的特質 --- p.83 / Chapter 4.2.2 --- 教師的「自我意象」 --- p.84 / Chapter 4.2.3 --- 脈絡因素 --- p.85 / Chapter 4.2.4 --- 概念框架 --- p.86 / Chapter 4.3 --- 術語定義 --- p.88 / Chapter 4.4 --- 質性研究的取向 --- p.90 / Chapter 4.5 --- 研究方法：個案研究法 --- p.93 / Chapter 4.5.1 --- 個案取樣 --- p.95 / Chapter 4.5.2 --- 資料收集方法一：深度訪談 --- p.96 / Chapter 4.5.2 --- 資料收集方法二：課堂觀察 --- p.100 / Chapter 4.6 --- 資料的整理和分析 --- p.102 / Chapter 4.7 --- 預期的研究限制及困難 --- p.105 / Chapter 4.7.1 --- 信度與效度 --- p.105 / Chapter 4.7.2 --- 研究倫理 --- p.106 / Chapter 第五章 --- 課程改革下中文科教師身份認同的變化 --- p.108 / Chapter 5.1 --- 對高中中文科教師身份認同內涵的闡釋 --- p.109 / Chapter 5.1.1 --- 鄭老師：代表專門學科教學專業、注重學生品德情意、傳承古代文化、應付公開考試 --- p.109 / Chapter 5.1.2 --- 何老師：展現學科的專業知識、協助學生升讀大學、對傳統語文與文化薪火相傳 --- p.112 / Chapter 5.1.3 --- 楊老師：展現學科專家的地位和知識、協助學生應付公開考試 --- p.114 / Chapter 5.1.4 --- 胡老師：協助學生應付公開考試，培養學生品德情意 --- p.116 / Chapter 5.1.5 --- 馬老師：協助學生應付公開考試、較專業的教學身份、傳承語文素養 --- p.117 / Chapter 5.1.6 --- 蔡老師：協助學生應付公開考試、發展校本課程和教學設計 --- p.120 / Chapter 5.1.7 --- 小結 --- p.122 / Chapter 5.2 --- 從新課程下教師工作的變化看高中中文科教師的身份認同 --- p.123 / Chapter 5.2.1 --- 個案一：鄭老師 --- p.124 / Chapter 5.2.2 --- 個案二：何老師 --- p.130 / Chapter 5.2.3 --- 個案三：楊老師 --- p.135 / Chapter 5.2.4 --- 個案四：胡老師 --- p.140 / Chapter 5.2.5 --- 個案五：馬老師 --- p.146 / Chapter 5.2.6 --- 個案六：蔡老師 --- p.154 / Chapter 5.2.7 --- 小結 --- p.161 / Chapter 5.3 --- 影響高中中文科教師身份認同的因素 --- p.164 / Chapter 5.3.1 --- 制度層面 --- p.164 / Chapter 5.3.2 --- 學校層面 --- p.166 / Chapter 5.3.3 --- 個人層面 --- p.168 / Chapter 5.3.4 --- 小結 --- p.168 / Chapter 5.4 --- 高中中文科教師符應新身份認同的方法 --- p.169 / Chapter 5.4.1 --- 如何建構「協助學生應付公開考試」的身份內涵 --- p.170 / Chapter 5.4.2 --- 如何建構來自學科傳統文化的身份認同內涵 --- p.172 / Chapter 5.4.3 --- 小結 --- p.173 / Chapter 第六章 --- 討論、分析和總結 --- p.174 / Chapter 6.1 --- 研究總結 --- p.175 / Chapter 6.1.1 --- 課改下高中中文科教師身份認同的改變 --- p.175 / Chapter 6.1.2 --- 影響高中中文科教師身份認同的因素 --- p.175 / Chapter 6.1.3 --- 高中中文科教師符應課改下身份認同的方法 --- p.176 / Chapter 6.2 --- 研究結果的討論與分析 --- p.177 / Chapter 6.2.1 --- 課程改革下高中中文科教師身份認同的轉變 --- p.177 / Chapter 6.2.2 --- 教師身份認同的變化之一：「學科傳統」的子身份認同被邊緣化 --- p.193 / Chapter 6.2.3 --- 教師身份認同的變化之二：難以建構的新「考試文化」子身份認同 --- p.200 / Chapter 6.2.4 --- 教師工作的調節--「學科傳統」身份認同和主體性的呈現 --- p.206 / Chapter 6.3 --- 對本研究概念框架的修訂 --- p.208 / Chapter 6.4 --- 對三個研究問題的回應 --- p.214 / Chapter 第七章： --- 研究貢獻、研究限制和建議 --- p.217 / Chapter 7.1 --- 研究貢獻 --- p.217 / Chapter 7.1.1 --- 理論研究方面 --- p.217 / Chapter 7.1.2 --- 實徵研究方面 --- p.219 / Chapter 7.1.3 --- 教師實務方面 --- p.219 / Chapter 7.2 --- 研究限制 --- p.220 / Chapter 7.2.1 --- 研究範圍的限制 --- p.220 / Chapter 7.2.2 --- 研究樣本的限制 --- p.220 / Chapter 7.2.3 --- 資料蒐集的限制 --- p.222 / Chapter 7.3 --- 建議 --- p.223 / Chapter 7.3.1 --- 對高中中文科教師身份認同研究的建議 --- p.223 / Chapter 7.3.2 --- 對中文科教師的建議 --- p.224 / Chapter 7.3.3 --- 對中學校長的建議 --- p.224 / Chapter 7.3.4 --- 對教育局和考評局的建議 --- p.224 / 參考文獻 --- p.226

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Chu Shun-lung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 118-126). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEGEMENTS --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Further description of the problem and objectives of the study --- p.2 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- The language situation in Hong Kong --- p.5 / Chapter 2.1.1 --- The role of English in Hong Kong --- p.5 / Chapter 2.1.2 --- The education system in Hong Kong --- p.9 / Chapter 2.1.2.1 --- The medium of instruction --- p.9 / Chapter 2.1.2.2 --- The banding system --- p.13 / Chapter 2.1.2.3 --- The examination-oriented curriculum --- p.15 / Chapter 2.1.3 --- Motivation of Hong Kong students in English learning --- p.17 / Chapter 2.2 --- The Native-speaking English Teacher (NET) Scheme --- p.19 / Chapter 2.2.1 --- Longitudinal review of the development --- p.20 / Chapter 2.2.2 --- Critical analysis of the scheme --- p.27 / Chapter 2.2.2.1 --- Local teachers' complaints --- p.27 / Chapter 2.2.2.2 --- The NETs' comments --- p.30 / Chapter 2.2.2.3 --- Views expressed by the school authorities --- p.33 / Chapter 2.2.2.4 --- An ideal model --- p.35 / Chapter CHAPTER 3 --- DATA COLLECTION --- p.36 / Chapter 3.1 --- Research in education --- p.36 / Chapter 3.1.1 --- Primary vs. Secondary research --- p.36 / Chapter 3.1.2 --- Qualitative vs. Quantitative research --- p.36 / Chapter 3.1.3 --- The Case Study research approach --- p.37 / Chapter 3.1.3.1 --- The Case Study: Qualitative perspective --- p.37 / Chapter 3.1.3.2 --- The Case Study: Qualitative-Quantitative perspective - --- p.38 / Chapter 3.1.3.3 --- Influence from other disciplines --- p.38 / Chapter 3.1.3.4 --- Intrinsic vs. Instrumental study --- p.39 / Chapter 3.1.3.5 --- Six different types --- p.39 / Chapter 3.1.3.6 --- Merits and limitations of the Case Study --- p.40 / Chapter 3.1.3.7 --- Grey area? --- p.44 / Chapter 3.1.4 --- The Case Study approach for investigating the NET scheme ´ؤ´ؤ --- p.44 / Chapter 3.2 --- Selection of subjects for the study --- p.45 / Chapter 3.2.1 --- The selection process --- p.45 / Chapter 3.2.2 --- Description of subjects --- p.46 / Chapter 3.3 --- Procedures of the study --- p.46 / Chapter CHAPTER 4 --- RESULTS --- p.51 / Chapter 4.1 --- Students' questionnaires --- p.51 / Chapter 4.2 --- NETs´ة questionnaires --- p.58 / Chapter CHAPTER 5 --- ANALYSIS OF RESULTS AND DISCUSSION ´ؤ´ؤ --- p.60 / Chapter 5.1 --- Descriptions of the four cases --- p.60 / Chapter 5.1.1 --- Teacher A - a successful demonstrator --- p.60 / Chapter 5.1.2 --- Teacher B-a depressed survivor --- p.63 / Chapter 5.1.3 --- Teacher C - a well-prepared adaptation --- p.67 / Chapter 5.1.4 --- Teacher D-a problematic adaptation --- p.70 / Chapter 5.2 --- Implications from the cases - --- p.72 / Chapter 5.2.1 --- Cultural adaptation in Hong Kong --- p.72 / Chapter 5.2.2 --- School adaptation --- p.74 / Chapter 5.2.2.1 --- Relationship with local teachers --- p.75 / Chapter 5.2.2.2 --- Allocation of duties --- p.77 / Chapter 5.2.2.3 --- Team-teaching - --- p.78 / Chapter 5.2.3 --- Classroom adaptation --- p.81 / Chapter 5.2.3.1 --- Class size --- p.81 / Chapter 5.2.3.2 --- Classroom management --- p.82 / Chapter 5.2.3.3 --- Teaching styles --- p.85 / Chapter 5.2.3.4 --- Students' perspectives --- p.88 / Chapter 5.2.4 --- Positive experience --- p.90 / Chapter 5.3 --- The induction programme - - --- p.91 / Chapter 5.3.1 --- The design of the induction programme --- p.91 / Chapter 5.2.3 --- Comments and suggestions --- p.93 / Chapter 5.4 --- Recommendations for the improvement of the NET scheme --- p.97 / Chapter 5.4.1 --- The Education Department --- p.97 / Chapter 5.4.1.1 --- The recruitment process --- p.98 / Chapter 5.4.1.2 --- Allocation of schools --- p.100 / Chapter 5.4.1.3 --- Communication with the NETs --- p.101 / Chapter 5.4.1.4 --- Urgency for reform --- p.102 / Chapter 5.4.2 --- The school authorities --- p.104 / Chapter 5.4.2.1 --- The role of the NETs in the school --- p.105 / Chapter 5.4.2.2 --- The value of team-teaching --- p.106 / Chapter 5.4.3 --- The NETs --- p.106 / Chapter 5.4.3.1 --- Cultivation of social circle --- p.107 / Chapter 5.4.3.2 --- Gaining support from local colleagues --- p.107 / Chapter 5.4.3.3 --- Participation in extra-curricular activities --- p.107 / Chapter 5.5 --- The value of the NET scheme --- p.108 / Chapter CHAPTER 6 --- CONCLUSION --- p.110 / Chapter 6.1 --- Pedagogical implications --- p.110 / Chapter 6.1.1 --- Understanding of the learners --- p.110 / Chapter 6.1.2 --- Adaptation of the teaching style --- p.111 / Chapter 6.2 --- Limitations of the present study --- p.112 / Chapter 6.3 --- Implications for further research --- p.114 / Chapter 6.4 --- Summary and conclusion --- p.115 / BIBLIOGRAPHY --- p.118 / APPENDICES --- p.127 / TABLE OF CONTENTS --- p.128 / APPENDIX A GENERAL TABLES --- p.129 / APPENDIX B GENERAL FIGURES --- p.136 / APPENDIX C FORMS --- p.138 / APPENDIX D QUESTIONNAIRE FOR STUDENTS --- p.145 / APPENDIX E QUESTIONNAIRE FOR TEACHERS --- p.149 / APPENDIX F QUESTIONNAIRE FROM 'YOUNG POST' --- p.154 / APPENDIX G STATISTICAL RESULTS --- p.157 / APPENDIX H TRANSCRIPTS OF INTERVIEWS --- p.196

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education