小学英语教师职业认同发展：叙事案例探究

发布时间：2018-05-10 19:10

本文选题：教师职业认同 + 小学英语教师　；参考：《北京外国语大学》2015年硕士论文

【摘要】：外语教师的职业认同是外语教师教育及发展的重要组成部分,同时也是我们研究外语教师教学实践的绝佳视角之一。然而现有的研究却大多忽视了小学英语教师的职业认同经历和体验。本研究旨在探索北京市小学英语教师的职业认同,以期回答如下问题：小学英语教师的职业认同是如何发展的?什么因素可能推动了这一发展? 为了回答如上问题,本研究着眼于三位任教于北京市小学的英语教师,试图分析其从童年一直到成年的职业相关经历的叙事、及其对未来的期望。本研究的分析以温格的认同理论为基础,采用多案例研究,并遵循叙事探究的基本原则进行数据收集和分析。本研究发现：(一)小学英语教师的职业认同发展各不相同,他们在边缘(peripheral)阶段的不同经历对其职业认同发展产生了不同影响,会在很大程度上决定这些教师未来不同的职业发展轨迹；(二)关系性的(relational)因素对小学英语教师来说同样影响深远；(三)小学英语教师在区教研活动中的参与(participation)对其职业认同的发展起着不容忽视的作用。本研究的现实启示有二。首先,在探究小学教师职业认同这一问题时,关系性的认同理论可以对温格的认同理论进行补充,为解释教师个体不同的认同发展轨迹提供一种解释。其次,区级的教研活动对塑造小学英语教师的职业认同起着关键性的作用,因而这一共同体也值得我们今后做进一步研究。
[Abstract]:The professional identity of foreign language teachers is an important part of the education and development of foreign language teachers. It is also one of the best perspectives for the study of foreign language teachers' teaching practice. However, most of the existing studies have neglected the professional identity experience and experience of primary school English teachers. This study aims to explore the professional recognition of English teachers in primary schools in Beijing. In the same period, I want to answer the following questions: how does the professional identity of primary school English teachers develop? What factors may promote this development?
In order to answer the above questions, this study focuses on three English teachers who teach in Beijing primary school, trying to analyze the narrative of their career related experiences from childhood to adulthood, and their expectations for the future. This study is based on Wenger's identity theory, uses multiple case studies, and follows the basic principles of narrative inquiry. This study finds that: (1) the development of primary school English teachers' professional identity is different, and their different experiences in the peripheral stage have different effects on their professional identity development, which will determine the career path of the teachers in the future to a large extent; (two) the relationship is (relational). The factors also have far-reaching influence on the primary school English teachers; (three) the participation of primary school English teachers in the district teaching and research activities (participation) plays an important role in the development of their professional identity.
The practical enlightenment of this study is two. First, when exploring the problem of primary school teachers' professional identity, the relational identity theory can supplement Wenger's identity theory and provide an explanation for explaining the individual identity development trajectory of the teachers. Secondly, the district level teaching and research work plays a role in shaping the professional identity of the primary school English teachers. Therefore, this co - entity is worthy of further study in the future.

【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

【参考文献】