小学英语实习教师专业身份认知研究

发布时间：2018-05-04 07:37

本文选题：小学英语实习教师 + 专业身份　；参考：《宁波大学》2015年硕士论文

【摘要】：教师专业身份是对“我是谁?”“我想要成为一名怎样的教师?”“在课堂上,我要和学生做什么?”等问题的思考。实习教师对其专业身份的认知直接影响他们今后的教育教学工作,当前越来越多的西方学者呼吁教师专业身份应该作为教师教育的目标。已有的国内外研究主要集中探讨实习教师专业身份认同现状,但对身份认同背后实习教师思维或者挣扎的过程并没有很多实证研究。本研究从职业定位、教学定位、自我效能和任教承诺四个维度来呈现英语实习教师实习前和实习后身份认知的过程,并且基于Engestr?m的第三代活动系统模型探讨哪些因素影响英语实习教师专业身份认知。具体来说,本研究主要探讨以下两个问题:1.小学英语实习教师在实习前和实习后身份认知有何变化?具体研究职业定位、教学定位、自我效能和任教承诺四个方面的认知变化。2.哪些因素影响小学英语实习教师的身份认知?研究尝试将“量的研究”和“质的研究”方法结合,通过选取的德国学者Carl Lamote和Nadine Engels编制的英语实习教师身份认知问卷对40名师范生进行了实习前和实习后的问卷调查。质的研究则通过选取三位就业倾向不同的师范生进行个案研究,主要对他们进行课堂观察和访谈。研究发现:1.英语实习教师专业身份认知水平较高且相对稳定。2.英语实习教师专业身份认知在实习前和实习后存在差异,自我效能个体差异最为明显。3.英语实习教师的从教动机直接影响教师专业身份认知的结果。4.英语实习教师的语言水平是影响实习教师自我效能的主要因素。5.小学英语实习教师专业身份认知存在危机,具体表现在教育理念、教师角色和师生关系三个方面。
[Abstract]:The teacher's professional identity is "who am I?" "what kind of teacher do I want to be?" "what do I do with my students in class?" And so on. The cognition of intern teachers' professional identity has a direct impact on their education and teaching in the future. At present, more and more western scholars call for teachers' professional identity as the goal of teacher education. The existing researches at home and abroad mainly focus on the status quo of the professional identity of intern teachers, but there are not many empirical studies on the process of thinking or struggling behind the identity. The present study presents the process of identity cognition of English intern teachers before and after practice from four dimensions: career orientation, teaching orientation, self-efficacy and teaching commitment. Furthermore, the third generation activity system model based on Engestr?m is used to explore the factors that affect the professional identity of English intern teachers. Specifically, this study mainly discusses the following two questions: 1. What is the change of the pre-practice and post-internship identity cognition of the primary English trainee teachers? To study the cognitive changes of career orientation, teaching orientation, self-efficacy and teaching commitment. 2. What factors affect the identity cognition of English intern teachers in primary schools? The study attempts to combine "quantitative research" with "qualitative research". A questionnaire on the identity cognition of English intern teachers, compiled by German scholars Carl Lamote and Nadine Engels, was conducted among 40 normal school students before and after practice. The qualitative study selected three normal college students with different employment intention to carry out case study, and mainly conducted classroom observation and interviews. The study found that 1: 1. English intern teachers' professional identity cognition level is relatively high and relatively stable. 2. There are differences in professional identity cognition of English intern teachers before and after practice, and the individual difference of self efficacy is the most obvious. 3. The teaching motivation of English intern teachers directly affects the result of teachers' professional identity cognition. The language proficiency of English intern teachers is the main factor affecting their self-efficacy. There is a crisis in the professional identity cognition of English intern teachers in primary schools, which is manifested in three aspects: educational concept, teacher's role and teacher-student relationship.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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