A Study of English Teachers Elementary School

• Main Authors: Chen-Tien Huang, 黃真瑱
• Other Authors: Tien-Yu Lin
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/73140672797787728551

碩士 === 臺北市立師範學院 === 國民教育研究所 === 88 === The purpose of this study was to discuss related topics on English teachers for elementary school. The eight main objectives of the study were (1) to realize the development of English teaching policy in elementary school,(2) to grasp the actual operation of the Ministry of Education, the Department of Education, of each country and city,(3) to examine English teacher in Teachers Normal Colleges and Normal Universities,(4) to realize the actual condition of Non-English countries’ English teaching systems,(5) to draw up the professional abilities of English teachers in elementary educational setting, (6)to investigate the competency, the in-service training opportunity, and willingness of elementary school teacher,(7) to estimate future need of the elementary school English teachers in the next 6 years (1999-2004) in Taipei, and (8) to provide recommendations for implementing English teaching policy. This study included documents analysis, questionnaire survey and trend estimate methods. Firstly, document analysis was used in order to realize the practices of English teaching systems of policy. Secondly, The Professional Ability of English Teachers in Elementary Educational Setting Questionnaire, developed by the author, was administered to 509 samples randomly selected from 60 elementary schools in Taipei with a return rate of 75%. Data were analyzed by frequencies, percentage and Chi-square. Besides, it estimated the need of English teachers in elementary school for 1999 to 2004 academic year, based on the transitumal numbers of elementary school students, birth numbers, death numbers in Taipei from years 1992 to 1997. Based on the research, the conclusions are as follows: 1. The policy development of English teaching in elementary school includes five stages: probation, preparing, experimenting, extending, and implementation. 2. The practice principle of each county’s English teaching mainly follows the regulation of Ministry of Education and Department of Education. However, there exist differences in grade level and time to be practiced, teachers’ source, in-service training courses, teaching times and overseas training program. Whereas, the source of materials and assessment was much the same. 3. Nine Teachers Colleges plan to design English teaching as minor program, English teaching training programs for bachelors, English teaching sub-programs of Language Education Department, and prepare English teaching department or graduate institute. And those universities with English Department provide programs to train those who passed English Proficiency Test. 4. Korea, Mainland China, and Holland take proactive step to teach English in elementary school; however, Japan holds conservative attitude. But all of these countries work of the course standards, try to build up systematic model of teacher training and provide multiple courses. 5. The professional competency of English teachers includes professional knowledge, basic language skills and teaching design and methods. 6. The climax year of needed number of English teachers in elementary school is 2001.Since then the number will decline year by year. 7. Elementary school teachers reported that their English professional abilities are deficiency, in-service training opportunity was not enough, and they are interested in training programs. Teachers with different positives, echrata each groud, years of work experience and teaching English experience differ at proficiency levels. Finally, based on the crueliscus, suggestions for educational ad ministration agencies, teacher training institutes, elementary schools, teachers and future study are proposed.