教师专业学习共同体中职前英语教师身份（重）建构的个案研究

发布时间：2022-11-05 15:09

　　近年来,教师身份认同受到研究者们越来越多的重视。国内外对教师身份的研究十分丰富,但研究对象主要集中在在职教师和新手教师群体,而职前教师群体受到的关注度较少,尤其对职前英语教师的身份研究比较匮乏。在我国,英语教育不断改革,而英语教师作为改革的核心,是决定改革成功与否的关键,这对其身份认同和角色认知也提出了更多的要求。因此,本研究采用质性研究方法,以职前高中英语教师为个案研究对象,以寻阳（2012）的外语教师身份结构为理论框架,以Engstrom（1987）的活动理论为分析手段,采取半结构式访谈、课堂观察、反思日志等数据收集方法,旨在研究在专业学习共同体中职前英语教师是如何建构其身份的。本研究围绕三个研究问题展开:1)职前英语教师的教师身份在实习期间是否发生了变化?如果有,其变化是什么?2)在教师专业学习共同体中,职前英语教师身份建构有哪些途径?3)教师专业学习共同体在其身份建构过程中发挥了什么作用?研究发现,教师的身份认同在四个维度上发生了程度不同的变化,并受到了其所在专业学习共同体的影响。在职业身份方面,职前外语教师Amy已持有的职业价值观和职业归属感均受到了强化和巩固。在专业身份方面... 

【文章页数】：73 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
摘要
Abstract
Chapter 1 Introduction
    1.1 Research background
        1.1.1 Reform in education of fundamental English
        1.1.2 The importance of identity construction in professional development
    1.2 Research significance
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Research purpose and questions
    1.4 Layout of this dissertation
Chapter 2 Literature Review
    2.1 Research on teacher identity
        2.1.1 Definitions of teacher identity
        2.1.2 Characteristics of teacher identity
        2.1.3 Structures of teacher identity
        2.1.4 Foreign language teacher identity
    2.2 Research on professional learning community (PLC)
        2.2.1 Definitions of professional learning community (PLC)
        2.2.2 Characteristics of professional learning community (PLC)
        2.2.3 Teacher identity construction in PLC
    2.3 Research on teaching practicum
        2.3.1 Teaching practicum
        2.3.2 Pre-service English teacher identity construction in practicum
    2.4 Theoretical framework—the second generation of activity theory
Chapter 3 Research Design
    3.1 Research methodology----case study
    3.2 Research context and participant selection
    3.3 Data collection
        3.3.1 Semi-structured interview
        3.3.2 Reflective Journal
        3.3.3 Class observation and video recording
    3.4 Data analysis
Chapter 4 Results and Discussion
    4.1 Pre-service teacher Amy's identity construction
        4.1.1 Amy's career identity before and after practicum
            4.1.1.1 Amy's career identity before practicum
            4.1.1.2 Amy's career identity after practicum
        4.1.2 Amy' major identity before and after practicum
            4.1.2.1 Amy's major identity before practicum
            4.1.2.2 Amy's major identity after practicum
        4.1.3 Amy's personal identity before and after practicum
            4.1.3.1 Amy's personal identity before practicm
            4.1.3.2 Amy's personal identity after practicum
        4.1.4 Amy's situated identity before and after practicum
            4.1.4.1 Amy's situated identity before practicum
            4.1.4.2 Amy's situated identity after practicum
        4.1.5 The overall changes of Amy's teacher identity after practicum
    4.2 Discussion
        4.2.1 Approaches of identity (re)construction
            4.2.1.1 Peer coaching
            4.2.1.2 Mentoring
            4.2.1.3 The group leading supervisor's feedback
            4.2.1.4 Interaction with students
            4.2.1.5 Reflective practice
        4.2.2 Effects of PLC on pre-service teacher identity
            4.2.2.1 Professional learning community as an activity system
            4.2.2.2 The process of PLC's influence on teacher identity construction
Chapter 5 Major Findings and Implications
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix 1
Appendix 2



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