教育实习中职前教师反思发展的研究
发布时间：2024-05-21 00:17
在我国英语教育研究领域,职前教师的发展越来越成为关注的焦点。研究发现,职前教师虽然具备英语专业知识,但教学实践的欠缺仍然成为影响教学效果的主要因素。因此,越来越多的学者开始试图通过训练或培养职前教师的反思来帮助他们实现教师专业素养的提高。虽然国外很多学者已经在这一领域做了许多实证研究,然而,国内英语职前教师的反思研究还十分欠缺。 为了弥补这方面研究的缺失,本文针对中国东部的一所大学的教育硕士在当地一所中学教学实习的经历进行研究,来揭示和了解他们教育实习中教学反思的发展过程,并且挖掘影响他们教学反思的重要因素。本文的主要数据来源访谈、教学反思日志和实习总结。本研究主要得出以下两点发现: 首先,在教学实习中,职前教师的反思能力得到了一定的发展。这主要反映在他们的反思能力已经可以被大部分地归入技术性反思以及实践性反思,然而批判性反思还是职前教师所缺乏的,这一点可以从数据中清晰地反映出来。 其次,职前教师的反思输出还可以进一步表现在他们对语言教学、学生需求以及自身教学自信心的提高。数据还显示,刺激职前教师进行的反思主要集中在教学之前对所遇到困难的反思,教学中对所出现的紧急状况的反思,以及教学之...
【文章页数】：61 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
中文摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Purpose of the Study and Research Questions
CHAPTER TWO LITERTURE REVIEW
2.1 Defining the Key Concept—Reflection
2.2 Temporal Frameworks of Reflection
2.2.1 Schon’s temporal framework
2.2.2 Van Manen’s temporal framework
2.2.3 Summary
2.3 Habermas’Three-level Reflection Model
2.4 An Integrative Model of Reflection
2.5 Related Studies on Reflection in Teaching
2.5.1 Developing reflection in preservice teacher education
2.5.2 Developing reflection in in-service teacher development
2.6 A Conceptual Framework
CHAPTER THREE METHODOLOGY
3.1 The Setting
3.2 The Participants
3.3 Data Collection
3.3.1 Interview
3.3.2 Reflective journal
3.4 Data Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
4.1 Reflective Thinking Development
4.1.1 Stimuli and challenges
4.1.2 Extent of reflective thinking
4.1.3 Effects of reflective thinking
4.2 Influence of Factors
4.2.1 Facilitating factors
4.2.2 Restricting factors
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study and Room for Future Research
REFERENCES
APPENDICES
APPENDIX A: INTERVIEW QUESTIONS
APPENDIX B GUIDELINE FOR REFLECTIVE JOURNAL
Appendix C: Coding Scheme for Qualitative Data Analysis
Appendix D: Sample Coding Results
本文编号：3979332
【文章页数】：61 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
中文摘要
CHAPTER ONE INTRODUCTION
1.1 Background of the Study
1.2 Purpose of the Study and Research Questions
CHAPTER TWO LITERTURE REVIEW
2.1 Defining the Key Concept—Reflection
2.2 Temporal Frameworks of Reflection
2.2.1 Schon’s temporal framework
2.2.2 Van Manen’s temporal framework
2.2.3 Summary
2.3 Habermas’Three-level Reflection Model
2.4 An Integrative Model of Reflection
2.5 Related Studies on Reflection in Teaching
2.5.1 Developing reflection in preservice teacher education
2.5.2 Developing reflection in in-service teacher development
2.6 A Conceptual Framework
CHAPTER THREE METHODOLOGY
3.1 The Setting
3.2 The Participants
3.3 Data Collection
3.3.1 Interview
3.3.2 Reflective journal
3.4 Data Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
4.1 Reflective Thinking Development
4.1.1 Stimuli and challenges
4.1.2 Extent of reflective thinking
4.1.3 Effects of reflective thinking
4.2 Influence of Factors
4.2.1 Facilitating factors
4.2.2 Restricting factors
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study and Room for Future Research
REFERENCES
APPENDICES
APPENDIX A: INTERVIEW QUESTIONS
APPENDIX B GUIDELINE FOR REFLECTIVE JOURNAL
Appendix C: Coding Scheme for Qualitative Data Analysis
Appendix D: Sample Coding Results
本文编号：3979332
本文链接：https://www.wllwen.com/jiaoyulunwen/zhiyejiaoyulunwen/3979332.html
