一位英语教师教育者教育信念形成过程的传记研究
发布时间：2018-10-10 12:06
【摘要】：教师教育信念是教师从事教育工作的心理基础,对教师的教育态度和教学行为有显著的影响,它直接关系到教师工作的质量和学生素质的发展,关系到教师人格的完善和素质的提高。教育信念的形成是一个十分复杂的动态过程,它受到诸如以往经历、教师培训和学校环境等因素的交互影响。而教师教育者是教师教育知识的生产者,是教师专业发展的引领者,是教师教育文化的推动者。因此对教师教育者信念形成的研究显得尤为必要。国内外学术界对教育信念尤其是教育信念对教师教学实践的影响进行了一定的研究,但对于英语教师教育者的教育信念形成过程的研究,还相对比较匮乏,存在研究对象比例不协调(以有经验的英语教师为主)和研究方法比较单一(以问卷调查为主)的问题。鉴于此,本研究参照Pinar(2000)存在体验课程和Erben(1998)传记阶段理论,利用访谈和课堂观察等研究方法,并借鉴前人在教师教育者的教育信念形成方面的研究成果,试图探索英语教师教育者教育信念的形成过程,旨在进一步证实教育信念的重要性,并在一定程度上填补英语教师教育者教育信念的研究缺口。本研究主要围绕以下四个问题而展开的:(1)在教育信念的形成过程中,Linda经历过哪些具有标志性意义的事件?(2)Linda持有哪些教育信念?(3)她的教育信念是如何演变形成的?(4)她的教育信念形成受到哪些因素的影响?本研究采取传记研究的方式,以某所211师范大学的1名英语教师教育者Linda为研究对象,从传记叙事维度分析其教育信念形成的过程和复杂成因。研究发现,Linda教育信念的形成是一个动态的构建和再构建的过程,可大致分为五个阶段,从初始信念的产生、初始信念的变革、信念升华后的减弱、信念升华后的增强再到信念的稳定。每个阶段都受到诸多外部因素和内部因素的影响,具体来说,它受到诸如在职培训、高等教育经历、学校文化氛围、工作上的成果和内部动机等的影响,其中内部动机这一因素对她教育信念形成具有重要作用。鉴于英语教师教育者的自主性和教师职业发展过程中及时有效的指导对英语教师教育者的教育信念形成具有重要的影响,本研究最后就如何提升英语教师教育者的教育热情和教育信念提出了一些建议:英语教师教育者应该树立坚定的教育信念,激发自己成为一名优秀英语教师教育者的内部动机,尤其对于女性英语教师教育者来说,应该学会平衡生活和工作的关系;立志成为英语教师教育者的在职和职前英语教师可以参照Linda的成长模式,求同存异并找到合适自己的发展道路;学校管理者应该创设良好的校园文化氛围,并为英语教师教育者提供充足有效的指导;最后教学研究者应更加深入调查英语教师教育者的教育信念发展现状,为教师教育者的职业发展提供中肯建议。
[Abstract]:Teachers' educational belief is the psychological basis for teachers to engage in educational work. It has a significant impact on teachers' educational attitude and teaching behavior. It is directly related to the quality of teachers' work and the development of students' quality. Related to the improvement of teachers' personality and quality. The formation of educational belief is a very complex dynamic process, which is influenced by factors such as past experience, teacher training and school environment. Teacher educator is the producer of teacher education knowledge, the leader of teacher professional development and the promoter of teacher education culture. Therefore, it is particularly necessary to study the formation of teachers' and educators' beliefs. The academic circles at home and abroad have made some research on the influence of educational beliefs on teachers' teaching practice, but the research on the forming process of English teachers' educational beliefs is relatively scarce. There are some problems in the proportion of subjects (mainly experienced English teachers) and the single research method (questionnaire survey). In view of this, this study refers to Pinar (2000) existential experience curriculum and Erben (1998) biographical stage theory, uses interviews and classroom observation, and draws lessons from the previous research results on the formation of teachers' and educators' educational beliefs. This paper attempts to explore the forming process of educational beliefs of English teachers and educators in order to further confirm the importance of educational beliefs and to fill in the research gap of educational beliefs of English teachers and educators to a certain extent. This study focuses on the following four questions: (1) what are the iconic events experienced by Linda during the formation of educational beliefs? (2) what educational beliefs does Linda hold? (3) how does her educational beliefs evolve? (4) What factors influence the formation of her educational beliefs? This study takes a biographical approach to analyze the process and complex causes of the formation of educational beliefs from the perspective of biographical narration, taking Linda, an English teacher educator in a 211th normal university, as the research object. It is found that the formation of Linda educational belief is a dynamic process of construction and re-construction, which can be divided into five stages, from the emergence of initial belief, the change of initial belief, the weakening of belief after sublimation. The enhancement of belief after sublimation leads to the stability of belief. Each stage is influenced by a number of external and internal factors, specifically, such as on-the-job training, higher education experience, school culture, job outcomes and internal motivation. The internal motivation plays an important role in the formation of her educational beliefs. In view of the autonomy of English teachers and the timely and effective guidance in the process of teachers' professional development, it has an important impact on the formation of educational beliefs of English teachers. At the end of the study, some suggestions are put forward on how to promote the enthusiasm and belief of English teachers and educators: English teachers should establish firm educational beliefs and stimulate their internal motivation to become an excellent English teacher educators. Especially for female English teachers, they should learn to balance the relationship between life and work, and make reference to Linda's growth model for serving and pre-service English teachers who are determined to become English teachers. Seeking common ground while reserving differences and finding a suitable way of development school administrators should create a good campus culture atmosphere and provide adequate and effective guidance for English teachers and educators. Finally, teaching researchers should investigate the present situation of the educational beliefs of English teachers and educators, and provide relevant suggestions for the professional development of teachers and educators.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G655.1
本文编号：2261705
[Abstract]:Teachers' educational belief is the psychological basis for teachers to engage in educational work. It has a significant impact on teachers' educational attitude and teaching behavior. It is directly related to the quality of teachers' work and the development of students' quality. Related to the improvement of teachers' personality and quality. The formation of educational belief is a very complex dynamic process, which is influenced by factors such as past experience, teacher training and school environment. Teacher educator is the producer of teacher education knowledge, the leader of teacher professional development and the promoter of teacher education culture. Therefore, it is particularly necessary to study the formation of teachers' and educators' beliefs. The academic circles at home and abroad have made some research on the influence of educational beliefs on teachers' teaching practice, but the research on the forming process of English teachers' educational beliefs is relatively scarce. There are some problems in the proportion of subjects (mainly experienced English teachers) and the single research method (questionnaire survey). In view of this, this study refers to Pinar (2000) existential experience curriculum and Erben (1998) biographical stage theory, uses interviews and classroom observation, and draws lessons from the previous research results on the formation of teachers' and educators' educational beliefs. This paper attempts to explore the forming process of educational beliefs of English teachers and educators in order to further confirm the importance of educational beliefs and to fill in the research gap of educational beliefs of English teachers and educators to a certain extent. This study focuses on the following four questions: (1) what are the iconic events experienced by Linda during the formation of educational beliefs? (2) what educational beliefs does Linda hold? (3) how does her educational beliefs evolve? (4) What factors influence the formation of her educational beliefs? This study takes a biographical approach to analyze the process and complex causes of the formation of educational beliefs from the perspective of biographical narration, taking Linda, an English teacher educator in a 211th normal university, as the research object. It is found that the formation of Linda educational belief is a dynamic process of construction and re-construction, which can be divided into five stages, from the emergence of initial belief, the change of initial belief, the weakening of belief after sublimation. The enhancement of belief after sublimation leads to the stability of belief. Each stage is influenced by a number of external and internal factors, specifically, such as on-the-job training, higher education experience, school culture, job outcomes and internal motivation. The internal motivation plays an important role in the formation of her educational beliefs. In view of the autonomy of English teachers and the timely and effective guidance in the process of teachers' professional development, it has an important impact on the formation of educational beliefs of English teachers. At the end of the study, some suggestions are put forward on how to promote the enthusiasm and belief of English teachers and educators: English teachers should establish firm educational beliefs and stimulate their internal motivation to become an excellent English teacher educators. Especially for female English teachers, they should learn to balance the relationship between life and work, and make reference to Linda's growth model for serving and pre-service English teachers who are determined to become English teachers. Seeking common ground while reserving differences and finding a suitable way of development school administrators should create a good campus culture atmosphere and provide adequate and effective guidance for English teachers and educators. Finally, teaching researchers should investigate the present situation of the educational beliefs of English teachers and educators, and provide relevant suggestions for the professional development of teachers and educators.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G655.1
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