本研究探討印度尼西亞東南蘇拉威西島一所大學的跨學科教師合作課程對專業英語教師教學專業知識的影響。由於高等教育對專業英語課程的需求不斷增長，需要有效的教學，但面臨學生積極性、資源有限和教師準備不足等挑戰。本研究提出一個針對專業英語教師的跨學科教師合作課程，並探討本課程對專業英語教師之教學專業知識的影響。研究聚焦在教師教學知識的變化、專業英語教師的協作備課以及專業英語 教師信念的轉變。研究發現跨學科教師合作課程對專業英語教師的教學知識產生正面影響，從而能整合學科內容和語言、提高創造力、提高學生參與度並改進教學評量實務。透過共同合作，專業英語教師能夠發展更完整的課程計劃，整合語言和學科內容，並強化教學實踐。專業英語教師在參加本課程後，其信念轉向建構主義觀點。本研究發現有助於專業英語教學，以及以課堂為中心之持續專業發展課程。最後，本研究提出關於傳播本研究結果、尋求行政支持、研究學生成果以及專業英語教師教學之跨學科合作等後續研究與實踐之建議。
關鍵詞：跨學科教師合作課程、專業英語教師、教師信念、合作教案設計、教學知識

This study explores the impact of the Interdisciplinary Teacher Collaboration (ITC) program on English for Specific Purposes (ESP) teachers’ teaching expertise at a university in Southeast Sulawesi, Indonesia. Due to the growing demand for ESP courses in higher education requires effective instruction, yet faces challenges like student motivation, limited resources, and unprepared teachers, the study proposes an ITC program for ESP teachers to assess its influence on their teaching expertise. The research questions focus on the changes in ESP teachers’ pedagogical knowledge, ESP teachers’ collaborative lesson planning, and shifts in ESP teachers' beliefs. The findings positively impacted ESP teachers' pedagogical knowledge, leading to better integration of content and language, increased creativity, enhanced student engagement, and improved assessment practices. Collaborative efforts enabled ESP teachers to develop comprehensive lesson plans, align linguistic and subject content, and enhance teaching practices. There is a shift in ESP teachers' beliefs toward constructivist views after participating in the ITC program. The study contributes to ESP instruction and advocates for sustainable and classroom-focused professional development programs for ESP instructors. Recommendations include disseminating findings, seeking administrative support, researching student outcomes, and interdisciplinary collaboration in ESP instruction.

Keywords: Interdisciplinary Teacher Collaboration (ITC) program, English for Specific Purposes (ESP) teachers, teacher’s belief, collaborative lesson planning, pedagogical knowledge

Declaration i
Acknowledgment ii
English Abstract iv
Chinese Abstract v
Table of Contents vi
List of figures viii
List of tables ix
CHAPTER I INTRODUCTION 1
1.1 Background to the study 1
1.2 Purpose of the study 4
1.3 Statement of the problem 4
1.4 Research questions 5
1.5 Significance of the study 6
1.6 Limitation of the study 7
1.7 Definition of terms 7
CHAPTER II LITERATURE REVIEW 10
2.1 English for Specific Purpose (ESP) 10
2.1.1 In the direction of ESP categorization 12
2.1.3 Guidelines for teaching ESP 14
2.1.3.1 Needs analysis 14
2.1.3.2 Course design 16
2.1.3.3 Networking 17
2.1.3.4 Methodological approaches 20
2.2 ESP Teacher Training (ETT) 21
2.2.1 ESP Teachers’ exact role 25
2.2.2. Teacher’s beliefs 26
2.2.3 Teacher pedagogical knowledge 34
2.2.4 A review of empirical research in ESP teacher training 39
2.3 Interdisciplinary Teacher Collaboration (ITC) 41
2.3.1 Definition of Interdisciplinary teacher collaboration (ITC) 41
2.3.2 The framework of Interdisciplinary Teacher Collaboration (ITC) 42
2.3.3 Empirical study of the ITCs program for ESP Teachers 46
CHAPTER III RESEARCH METHODOLOGY 48
3.1 Justification of the study 48
3.2 The approach of the study 49
3.3 Research design 49
3.4 Context 51
3.5 Subject of the study 51
3.6 Instrument of the study 55
3.7 Research procedure and data collection 57
3.8 Ethical considerations 68
3.9 Data analysis 68
CHAPTER IV FINDINGS AND DISCUSSION 72
4.1 Research finding 72
4.1.1 How does ESP teachers’ pedagogical knowledge change after joining the ITC program 71
4.1.2 How the ESP teachers arranged the lesson plan collaboratively after joining the ITC program 92
4.1.3. How do the beliefs of ESP teachers about teaching knowledge shift before and after joining the ITC program 107
4.2 Discussion of finding 127
4.2.1 The changes of ESP teachers’ pedagogical knowledge after their involvement in the ITC program 127
4.2.2 ESP teachers’ collaboration in arranging collaborative lesson planing after their engagement in the ITC program 129
4.2.3 Shifting belief of ESP teachers in teaching ESP before and after joining the ITC program 131
CHAPTER 5 CONCLUSION AND RECOMMENDATION 134
5.1 Summary 134
5.2 Recommendations 136
REFERENCES 138
APPENDICES 145

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