叙事视角下中外大学英语教师职业认同构建的个案研究

发布时间：2018-03-18 12:08

本文选题：职业认同　切入点：中外大学英语教师　出处：《江南大学》2017年硕士论文　论文类型：学位论文

【摘要】：相关外语教师职业认同的研究始于上世纪末本世纪初。外语教师职业认同影响着外语教师的教学效果,专业发展和对教育改革的态度(Tsui,2007)。如何理解其职业认同以及职业认同的建构对外语教师的职业发展有着至关重要的作用。近年来,随着外语教育的不断改革和和迫切需求,国内高校外国英语教师的数量不断增加并对外语教育产生一定影响。虽然国内学者开始关注中国英语教师的职业认同,但是对在中国任教的外国英语教师的关注度不够。因此有必要加强对在中国任教的外国英语教师的相关研究,深入了解外国英语教师的职业认同和专业发展,通过对比中外大学英语教师的职业认同及差异,促进中外大学英语教师的共同成长和外语教育的发展。本文选取江苏某高校的两名中外大学英语教师为调查对象。两位教师所在高校为了进一步推进和深化大学英语教学改革,由传统的大学英语课程划分为读写,听说,翻译三个模块的分层次教学,其符合教育部《大学英语课程教学要求》提出的三个不同英语教学层次:级别(一)课程对应一般要求;级别(二)课程对应较高要求;级别(三)课程对应更高要求,从而满足不同英语层次学生的需求。本研究选取教授相同听说级别(一)课程的两名英语教师为研究对象。本文采用叙事探究和个案研究的方法,通过课堂观察,半结构式访谈,反思日志和其他相关文件进行数据收集,旨在探索中外大学英语教师对其职业认同的理解,了解其职业认同的影响因素及差异,促进中外大学英语教师的有效教学与专业发展。论文围绕以下问题展开:(1)中外大学英语教师如何理解自身的职业认同?(2)影响中外大学英语教师职业认同构建的因素有哪些?(3)中外大学英语教师职业认同的构建过程有何差异?研究结果发现,教师的自我认同,专业认同和情境认同构成了教师的职业认同。教师的自我认同展现了教师的自我个性和教学信念;专业认同反映了教师与学生的关系,相关学科的教学与科研;情境认同展现了教师与同事的关系以及学校对教师职业认同的影响。中外大学英语教师职业认同的形成与发展主要受关键人物,教学经历,教学反思,团体合作等的影响。而中外大学英语教师职业认同主要在教学信念,参与程度和反思方式上存在差异。基于以上发现,本文给予了一些建议以期促进中外英语教师的专业发展。学校应为中外英语教师的专业发展提供更有效的外部支持,提高其集体归属感和责任感。例如,赋予中外教师更多自主权利,可建立规范化的中外教师学习团队等。中外英语教师还应不断丰富自己的反思方式和个人实践性知识,以更好地促进自身教学和专业发展。
[Abstract]:The research on the professional identity of foreign language teachers began at the end of the last century and the beginning of this century. The professional identity of foreign language teachers affects the teaching effect of foreign language teachers. In recent years, with the continuous reform and urgent demand of foreign language education, how to understand the professional identity and the construction of professional identity plays an important role in the professional development of foreign language teachers. The number of foreign English teachers in colleges and universities in China is increasing and has a certain impact on foreign language education. Although domestic scholars are beginning to pay attention to the professional identity of English teachers in China, However, the attention of foreign English teachers who teach in China is not enough. Therefore, it is necessary to strengthen the relevant research on foreign English teachers who teach in China, and to deeply understand the professional identity and professional development of foreign English teachers. By comparing the professional identity and differences between Chinese and foreign college English teachers, To promote the common growth of college English teachers in China and abroad and the development of foreign language education, this paper selects two Chinese and foreign college English teachers from a certain university in Jiangsu Province as the objects of investigation. In order to further promote and deepen the reform of college English teaching, the two teachers are in colleges and universities. The traditional college English course is divided into three modules: reading and writing, listening and speaking, and translation. It conforms to the three different levels of English teaching proposed by the Ministry of Education: level (1) curriculum corresponding to general requirements, level (2) curriculum corresponding to higher requirements, level (3) curriculum corresponding to higher requirements, In order to meet the needs of students at different levels of English, this study selects two English teachers who teach the same listening and speaking level (1) as the research objects. This paper adopts narrative inquiry and case study methods to observe in class. Semi-structured interviews, introspection logs and other relevant documents are used to collect data, in order to explore the understanding of professional identity of college English teachers at home and abroad, and to understand the influencing factors and differences of their professional identity. To promote the effective teaching and professional development of college English teachers at home and abroad. This thesis focuses on the following questions: 1) how do Chinese and foreign college English teachers understand their professional identity? 2) what are the factors that influence the construction of professional identity of college English teachers in China and abroad? 3) what are the differences in the construction process of college English teachers' professional identity between China and foreign countries? The results show that teachers' self-identity, professional identity and situational identity constitute teachers' professional identity. Teachers' self-identity shows teachers' self-personality and teaching beliefs, and professional identity reflects the relationship between teachers and students. The relationship between teachers and colleagues and the influence of schools on teachers' professional identity are revealed by situational identity. The formation and development of professional identity of college English teachers in China and foreign countries are mainly influenced by key figures, teaching experience, teaching reflection, and so on. Based on the above findings, there are differences in teaching beliefs, levels of participation and ways of reflection among Chinese and foreign college English teachers. This paper gives some suggestions in order to promote the professional development of English teachers at home and abroad. Schools should provide more effective external support for the professional development of English teachers at home and abroad, and enhance their sense of collective belonging and responsibility. For example, English teachers at home and abroad should enrich their reflective ways and personal practical knowledge in order to promote their teaching and professional development.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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