在師資培育領域裡，學者們倡導教師參與「教學實況錄影案例」之討論有助於其專業成長，教師們能夠因而深入地探究課室教學中之複雜性，並進而將教學理論運用於實際教學。雖然在教育領域中已經有許多研究開始探討「教學實況錄影案例」對於職前教師教學成長之影響，但先前很少有文獻研究針對EFL (教授英文作為外國語)職前教師作相關性之研究；以外，大部分先前研究者傾向於僅根據受試職前教師之觀點來描述其於討論「教學實況錄影案例」中之專業成長情形，而並非進一步溶入更多其他加入討論並協助職前教師教學成長等相關人員之觀點；再者，雖然有些研究者已經開始讓教師們在網路上進行觀摩與討論「教學實況錄影案例」，但是在學術界探究利用網路平台進行討論「教學實況錄影案例」之成效才剛起步。為了彌補先前文獻之不足，本研究將依據situative perspective of teacher learning之理論架構以及其他協助職前教師教學成長等相關人員之觀點來探究EFL職前教師透過網路平台參與討論「教學實況錄影案例」之經驗中如何提昇其專業成長。本計劃案為質性研究，資料蒐集來源包括由網路討論之信息內容、問卷、訪談、職前教師之日誌、與本研究者記載之研究筆記等。本研究主要目標為: (1) 探究透過網路討論「教學實況錄影案例」對EFL職前教師專業成長之成效, (2) 引起教育當局重視採用網路「教學實況錄影案例」以輔助職前教師師資培育所存在之優點與挑戰，以及 (3) 根據研究結果提供建議以營造有利於EFL職前教師專業成長之「教學實況錄影案例」網路平台。因應全球教育專家學者們已開始探究「教學實況錄影案例」網路平台對教師專業成長之成效，本計劃案所研究之臺灣情境樣本將提供師資培育學者們相關論據以探討EFL職前教師於網路社群中觀看與討論「教學實況錄影案例」所經歷之專業成長情形。 An innovative perspective of teacher education promotes the incorporation of videocase discussions in professional development, which fosters teachers to inquire into and deeply investigate the complexity of classroom teaching and learning, and further connect theory with practice. Although a bank of studies have documented preservice teachers’ videocase learning experience in the general educational field, research as to how videocase discussions scaffolds English as a foreign language (EFL) preservice teachers’ professional development remains less studied. In addition, most researchers tended to not to rely on multiple stakeholders instead tending to solely rely on preservice teachers being investigated to describe the nature and development of videocase discussions. Moreover, some researchers have started to apply online videocases to professional development projects, yet studies regarding the effects of such online videocase platform on teachers’ learning to teach is still in its infancy. To fill the gaps existing in previous literature, this study will employ the theoretical framework of situative perspective of teacher learning and multiple stakeholders’ involvement to delineate EFL preservice teachers’ professional development on an online videocase discussion forum. This research project is a qualitative study which will collect data from online discussion messages, open-ended surveys, individual interviews, preservice teachers’ journals, and the researcher’s field notes. The primary goals of this study are of three points: (1) to examine the effects of online videocase discussions on EFL preservice teachers’ professional development (2) to make education policy makers pay more attention to potential benefits and challenges of employing online videocases in preservice teacher education, and (3) to further suggest how to build an effective online videocase forum that may enhance EFL preservice teachers’ professional development based on the research findings. As the global teacher education scholars and researchers have started to document and define the effects of online video professional development, the example from a Taiwanese context in this project will provide evidence to teacher educators about EFL preservice teachers’ learning to teach based on viewing and discussing videocases in an online community.
