在职读研英语教师的“研究投入”:来自台湾的启示

发布时间：2018-02-10 21:00

本文关键词： 在职英语教师研究生教育研究型教师　出处：《西北师大学报(社会科学版)》2015年03期 　论文类型：期刊论文

【摘要】：采用质性研究方法,以杜威经验理论的互动性和延续性为条件构建教师研究投入框架,旨在深入描述并探究一位台湾在职读研英语教师的研究投入状况:研究生学习使教师具备了研究所需的内部因素即研究理念、信息素养、方法知识、研究信心、研究兴趣,而课业压力、研究时间、研究资源、在职教育、激励机制、研究氛围等外部因素也随之有所改善,并且内外部因素的互动性增强,研究投入量也最大;读研前、读研期间及读研后的研究投入随着其研究经验的增加和内外部因素互动的改变而变化;如果教师要参与研究,并保持持续研究的态势,就需要同时满足互动性和延续性这两个条件才能获得积极的成长经验。
[Abstract]:Based on the interactivity and continuity of Dewey's empirical theory, the qualitative research method is used to construct the framework of teachers' research input. The purpose of this paper is to describe and explore the research investment of an English teacher in active graduate school in Taiwan: postgraduate studies have enabled the teacher to have the necessary internal factors of research concept, information literacy, method knowledge, research confidence, and research interest. Meanwhile, the external factors, such as academic pressure, research time, research resources, on-the-job education, incentive mechanism, research atmosphere, and so on, also improved, and the interaction of internal and external factors increased, and the amount of research involvement was the largest. Research input during and after graduate school changes with the increase in research experience and the interaction between internal and external factors; if teachers want to participate in the research and maintain the trend of continuous research, In order to gain positive growth experience, it is necessary to meet the two conditions of interaction and continuity at the same time.
【作者单位】：西北师范大学外国语学院;
【基金】：国家社会科学基金项目“外语教师在线自主发展:反思、合作、研究”(11BYY041)
【分类号】：H319;G643

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