高校英语教师专业认同的调查研究

发布时间：2017-10-25 10:42

本文关键词：高校英语教师专业认同的调查研究

【摘要】：教师专业认同问题根植于教师的专业社会化和专业发展中,是教师个人藉由与社会文化不断地接触而逐渐成为一名教师的过程,同时也是教师在教学实践中不断自我反思、感知自我角色、形成和建构自己作为一名教师的理解和意义的过程。我国有关教师专业认同的研究起步相对较晚,然而近些年来,越来越多人已将“认同”作为分析视点来研究教育领域的教师发展问题,并取得了一些有益的成果。教师专业认同问题正日益成为学界研究的焦点之一。毫无疑问,在人们广泛关注教师、大力践行教师专业发展的当今,研究教师的专业认同问题,有着十分重要的现实意义和实践价值。本研究受已有相关研究的启发,在相关理论的指导下,运用量化研究和质性研究相结合的方法,对桂林市8所高校的143名英语教师的专业认同现状进行调查,旨在了解情况,发现问题,并在这个基础上分析问题原因,讨论应对问题策略。研究结果分别采用传统的与先进的统计方法进行分析统计。得出结论如下：(1)高校英语教师专业认同整体水平较高。在五个维度中教师的专业知能,专业情感和专业行为处于高水平的认同,其中教师在专业行为上的认同度最高。(2)教师的专业品质和专业发展认同度处于中等水平,而在专业品质上的认同度最低。(3)问卷调查和访谈结果还显示,个人因素、专业因素和社会及组织因素都不同程度影响教师专业认同发展,而教师个人因素的影响力为最。基于研究发现,本文从教师个体、学校和社会三个方面提出了促进教师专业认同发展的建议,包括激发教师的主体意识,培养教师的专业情感,述说自己成为教师的历程故事,从而为有效的教育教学的践行奠定内在的基础。学校应该首先组织教师学习社团,对教师的职称评定问题给予更多的考虑,其次对教师的积极性要进行大力的调动与鼓励。社会政府部门应进一步提升教师的社会地位以及声誉,改善工作条件,藉此从外部环境与条件方面为教师专业认同的发展提供一定的支持。
【关键词】：高校英语教师 专业认同 影响因素 应对建议
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G645.1;H319.3
【目录】：

摘要3-5
Abstract5-10
List of Figures10-11
List of Tables11-12
Chapter 1 Introduction12-17
1.1 Background of the Study12-14
1.2 Purpose and Significance of the Study14-16
1.3 Framework of the Thesis16-17
Chapter 2 Literature Review17-31
2.1 Related Concepts of Identity17-18
2.1.1 Identity17-18
2.1.2 Professional Identity18
2.2 Teachers' Professional Identity18-22
2.2.1 Defintion of Teachers' Professional Identity19-20
2.2.2 Structure and Content of Teachers' Professional Identity20-21
2.2.3 Characteristics of Teachers' Professional Identity21-22
2.3 Related Studies on Teachers' Professional Identity22-28
2.3.1 Studies on Teachers' Professional Identity Abroad22-26
2.3.2 Studies on Teachers' Professional Identity at Home26-28
2.4 Theoretical Basis for the Present Study28-31
2.4.1 Self-identity Theory28-29
2.4.2 Social Identity Theory29
2.4.3 Role Theory29-31
Chapter 3 Research Design31-37
3.1 Research Questions31
3.2 Subjects31-33
3.3 Research Instruments33-35
3.3.1 Questionnaire33-35
3.3.2 Interview35
3.4 Data Collection and Analysis35-37
Chapter 4 Analysis of Data and Major Findings37-59
4.1 General Description of the Teachers' Professional Identity37-38
4.2 Analysis of the Current Situation of College English Teachers' Professional Identity38-51
4.2.1 Gender and Teachers' Professional Identity38-40
4.2.2 Age and Teachers' Professional Identity40-42
4.2.3 Year of Teaching and Teachers' Professional Identity42-44
4.2.4 Academic Degree and Teachers' Professional Identity44-46
4.2.5 Professional Title and Teachers' Professional Identity46-47
4.2.6 Monthly Income and Teachers' Professional Identity47-49
4.2.7 School Type and Teachers' Professional Identity49-51
4.3 Relationship between Affecting Factors and Teachers' Professional Identity51-58
4.3.1 General Description of Correlations between Affecting Factors and Teachers' Professional Identity52-53
4.3.2 Affecting Factors of Personal Level53-54
4.3.3 Affecting Factors of Professional Level54-55
4.3.4 Affecting Factors of Social and Organizational Level55-58
4.4 Major Findings58-59
Chapter 5 Related Discussions and Strategies59-71
5.1 Discussions on the Current Situation of College English Teachers' Professional Identity59-60
5.2 Discussions on Affecting Factors of the Formation and Development of College English Teachers' Identity60-63
5.2.1 Imagination before Entering the Profession61-62
5.2.2 Journey for Searching to be a Professional Teacher62
5.2.3 Expectation for Future Development62-63
5.3 Strategies for Promoting Teachers' Professional Identity63-71
5.3.1 The Internal Strategies64-67
5.3.1.1 Inspiring Teachers' Subjective Consciousness64-65
5.3.1.2 Cultivating English Teachers' Professional Emotion65-67
5.3.1.3 Telling the Life History about Being an English Teacher67
5.3.2 The External Strategies67-71
5.3.2.1 Strategies for School68-69
5.3.2.2 Strategies for the Society69-71
Chapter 6 Conclusion71-74
6.1 Summary of the Research71-72
6.2 Suggestions for Future Study72-74
Appendices74-78
Bibliography78-83
Acknowledgments83-84