The purpose of this autoethnographic study was to examine three questions: (a) how did my view of myself as a non-Aboriginal educator change as a result of teaching in an Aboriginal cultural context, (b) how did my teaching philosophy and pedagogical approach change as a result of teaching in an Aboriginal cultural context, and (c) how did my sense of community and relatedness to the people I interacted with change due to increased cultural awareness and exposure to Aboriginal cultures? Data from my time in my teacher education program and teaching in Klemtu, BC was collected, and Mezirow’s (1997) transformative learning theory was used to analyze the shift that I made in these three areas. Finally, recommendations were made to teacher education programs and future non-Aboriginal educators who choose to teach in Aboriginal-run schools.

The present study aimed at investigating the video-enhanced reflections of Iranian EFL teachers. It also made an attempt to cast light on the differences between male and female teachers’ video-enhanced self-reflections of their own teaching process. Moreover, the role of experience in changing their video-enhanced reflection was explored. Applying instruments like video-recording, reflection checklists and semi-structured interviews, this study implemented a mixed-method approach with a triangulation design focusing on both quantitative and qualitative data. The findings of the study demonstrate that the video-enhanced reflections of Iranian EFL teachers mostly pivot around issues consisting of innovative teaching strategies, classroom management, learners’ characteristics, classroom interactions, teacher talk, organization of the lessons, technology resources and visual aids. Results also show that the above-mentioned reflections are both experience and gender-sensitive.

En examinant les difficultés représentatives rencontrées par les étudiants chinois au cours de leur apprentissage du français langue étrangère (FLE), la présente thèse a pour objectif d’inventorier et analyser leurs erreurs récurrentes à l'écrit, à différents niveaux, en vue de proposer des procédés ou des suggestions qui pourraient éventuellement améliorer l’enseignement du FLE en Chine. La thèse est divisée en sept chapitres reposant sur l’analyse des erreurs à partir d'un point de grammaire précis - la voix passive, et puis, au niveau micro, sur différents aspects : perceptuo - mémoriels, métalinguistique et sémantico - pragmatiques, avec un bilan général à la fin. À l’issue de cette analyse, nous avons pu constater que les difficultés que les étudiants chinois rencontrent au cours de leur apprentissage sont dues principalement à l’écart entre le français et le chinois, leur langue maternelle, dont l'influence est partout sous-jacent. La présente recherche s’oriente vers la linguistique structurale et une analyse contrastive. En examinant cas par cas les différentes imperfections repérées dans notre corpus spécialement constitué à cette fin, nous essayons de découvrir les causes qui les sous-tendent. La deuxième étape est réservée à une étude de stratégie didactique. En nous appuyant sur le résultat de l'analyse précédente, nous procédons à une description statistique de notre matériel pour connaître la répartition des différentes catégories d’erreurs. En partant de cette image statistique, nous pouvons esquisser enfin des recommandations didactiques plus adéquates. / By examining the typical difficulties faced by Chinese students in their learning of French as foreign language (FLE in French), this thesis aims to list, categorize, and analyze their recurring errors at different levels in writing, in order to propose some proper suggestions that could possibly help improve the teaching of French as foreign language in China. The thesis is divided into seven chapters based on error analysis from a specific grammar point - the passive voice, and then, the thesis, at the micro level, on different aspects: perceptuo - memorial, meta-linguistics and semantic - pragmatic, analyzes the various types of written errors Chinese students make in their French learning, with a general assessment at the end. With previous analysis, the thesis concludes that the main causes of the difficulties Chinese students encounter in the French learning lie in the differences between French language and their mother tongue while the influence of the mother tongue is ubiquitous. It is with the reference of structural linguistics and contrastive linguistics in our analyzing process of the error cases, one by one from the materials specially gathered for this purpose, that the research has found the main causes that underlie the errors. And it is by using a statistical analysis of the corpus collected, that the research has also found the distribution of different categories of the errors, so that it provides a objective basis for the further improvement of French teaching in China.

「熱情」是心理學研究上新興的研究主題，包括熱情的概念、熱情的前置因素以及影響後果等研究。本研究的主要目的在探討國中小教師的教學熱情現況，與可能影響教學熱情的人口變項，包括教師的性別、年齡、任教年資、擔任職務、及最高學歷、畢業科系與教學熱情的關係。同時也探討教學熱情的影響後果，包括教學省思行為、教學內在動機、學習者中心教學信念、深度對談、專業合作及自我導向學習、創新教學行為、創新擴散與教學熱情的關係。本研究採問卷調查方式，以北、中、南區公私立國民中小學418位國中教師和160位國小教師為研究對象，使用的研究工具包括教學活動熱情量表、輔導活動熱情量表、教學省思行為量表、教學內在動機量表、學習者中心教學信念量表、專業合作與自我導向學習量表、深度對談量表、教學創新行為量表、創新擴散量表。 研究結果發現︰ 一、關於國中小教師的教學熱情和教學各變項之現況 1.國中小教師的教學熱情程度中等偏高，其中教學活動和諧性熱情顯著高於其他三種教學熱情，輔導活動和諧性熱情顯著高於強迫性熱情，而教學活動強迫性熱情僅顯著高於輔導活動強迫性熱情。國小教師除了在輔導活動強迫性熱情上顯著低於國中教師外，其他三種教學熱情均顯著高於國中教師。 2.國中小教師在教學各變項上大致為正向反應，其中教師的教學內在動機顯著高於其他教學變項，學習者中心教學信念僅顯著低於教學內在動機，而教學省思行為則顯著低於教學內在動機和學習者中心教學信念，創新教學行為和專業合作與自我導向學習顯著高於創新擴散和深度對談，而深度對談則顯著低於其他教學變項。此外，國小教師除了在專業合作與自我導向學習未顯著高於國中教師外，在其他教學變項上均顯著高於國中教師。 二、關於人口變項在教學熱情上的差異情形 1.不同任教年資、最高學歷以及男女國中小教師，在教學熱情上並無顯著差異。 2.不同年齡、擔任職務、畢業科系、任教科目和輔導經歷的國中小教師，在四種教學熱情上均有顯著差異。 三、關於教學熱情與教學各變項之關係 1.分別或整體探討國中小教師的教學熱情與教學各變項之關係，教學熱情越高，其教學省思行為、教學內在動機、以及學習者中心教學信念、深度對談、專業合作自我導向學習、創新教學行為和創新擴散則越高。 2.從預測角度來看，在多元迴歸模式中以教學活動和諧性和強迫性熱情對國中小教師的教學內在動機、創新教學行為最有正向預測力；以教學活動和諧性熱情對教學省思行為、學習者中心教學信念、深度對談最具正向的預測力；以輔導活動和諧性和強迫性熱情對專業合作及自我導向學習具有最佳的正向預測力；而以輔導活動強迫性熱情對創新擴散具有最佳的正向預測力。 四、關於人口變項、教學熱情與教學各變項之關係 1.無論在教學活動或輔導活動方面，有越多和諧性熱情的國中小教師，會有較多的教學省思行為、教學內在動機、學習者中心教學信念出現。 2.無論在教學活動或輔導活動方面，有越多強迫性熱情的教師，會有較多的創新教學行為、創新擴散出現，也會傾向專業合作及自我導向學習。 3.國中教師、21-30歲教師、以及輔導室教師較傾向專業合作及自我導向學習和深度對談。 4.最高學歷為研究所、畢業科系為大學教育科系、師範教育科系、師範非教育相關科系的教師，較傾向專業合作及自我導向學習。 　最後，本研究根據研究結果對實務與未來研究提出建議。

The dissertation deals with the topic of managing and experiencing stressful (extraordi-nary) situations in teaching in connection with selected teachers' personality traits. The thesis has a theoretical-empirical character. Its theoretical part presents some basic know?ledge related to the topics relevant to the processed issues (teacher's profession, persona?lity, motivation, emotion, workload and stress in the teaching profession context, selected teaching methods and organizational forms, recommendations for effective teaching and learning difficulties solutions, basics of artefacts symbolic interpretation). The aim of the research described in the empirical part of the thesis is to obtain the detailed information about the experience of difficult situations in teaching and the possibilities of their man?agement in connection with the personality structure of the selected teachers. The re?search was carried out in the mixed methods design. His qualitative part contains a multiple? case study (semi-structured interviews were conducted with six lower se?condary school teachers, their teaching was observed, an interview about their thematic collage on the theme Me as a teacher in all its positions and roles was conducted, and the same questionnaires were applied as for the quantitative part of the survey) and some open coded interviews about the thematic collages. In the quantitative research section, the data from four questionnaires were evaluated the orientation questionnaire for detecting stress in teachers by Henning and Keller (1996), the Stress Management Stra?tegies SVF 78 (Janke & Erdmann, 2003), the Freiburg Personality Inventory (Kollárik, Poliaková, & Ritomsky, 1984) and a questionnaire of our own design contains open questions. Most of the participants in the research study experience extraordinary situa?tions in their teaching, which usually cause unpleasant emotions and affect their teaching negatively. Particular relationships between personality characteristics and the teaching of the participants have been found. Respondents did not show a higher level of psychoso?matic disturbance, emotional lability, depressivity or neuroticity compared to the com?mon population. Neither between the level of stress feelings and the age or length of practice, no statistically significant relationship has been found. On the contrary, the male self-description and the adaptive burden management showed a mutually significant con?nection. Also, a higher level of stress impact in physical aspect of women compared to men proved to be statistically significant.