可能自我视阈下新手英语教师专业身份认同发展的个案研究
发布时间：2018-12-12 15:24
【摘要】：当职前教师完成他们的师范教育学习时,就正式步入了教师行业。学生身份到教师身份的转变对于新手教师专业身份认同的发展以及教师职业生涯至关重要。如果一个老师无法客观地认识自己的教师角色,适应周围的教学环境感到吃力,那么总有一天他会对他从事的教师行业失望进而辞职(Tsui,2007)。关于教师专业身份的研究最早起步于国外。Beijaard采用质性和量化研究方法对教师专业身份进行了探索研究。随后关于教师专业身份的研究逐渐成为教师教育及教师发展领域的重要关注点。笔者通过分析新手教师在过渡时期可能自我的理解,以此来探索新手英语教师的专业身份认同发展,并试图回答以下几个问题:1)三位新手英语教师在其职前、入职两个不同阶段是如何理解专业身份认同的?2)这三位教师从实习教师到新手教师的专业身份认同是否转变?3)变化着的可能自我是如何影响其转变的?本研究采用个案研究方法,关注三位研究对象在入职前后一年的专业身份认同的转变。在数据收集方面,通过调查问卷、个人访谈和研究对象的叙事材料如反思日志和教学日志,展现出三位研究对象不同阶段关于教师希望自我和恐惧自我的状态,由此反映出其专业身份认同在职前与入职后的转变。本研究的分析框架参照了荷兰学者Korthagen对“自我”的分析,他把“自我”分析为“个人自我”和“专业自我”。所以要深刻理解新手教师专业身份认同的转变,不仅需要关注自我的个体维度,也需要考虑自我的专业维度。本研究基于收集的数据,运用可能自我理论分析了自我的个体维度和专业维度上的变化,个体自我将从性格特征、情绪、个人价值等几个方面来分析,而专业自我将从教学知识、教学能力、教学信念、教学环境四个方面来阐述。即每个维度都将从希望自我和恐惧自我两个角度来分析。研究结果表明,新手英语教师在职前阶段就已经初步形成了一个理想型的教师身份观念,主要影响因素来源于先前的学习经历,师范英语教育及对其产生重要影响的他人。而当他们真正步入教师的行业,他们的希望自我与恐惧自我在入职初期会处于失衡的状态,经过一段时间来自不同方面的支持和自身的努力,诸如自我反思、同伴互助、专业共同体的构建,三位新手教师都在不同程度上实现了专业身份认同的发展。作为一项个案研究,本文的研究结果虽然不具备概括性和推广性,但它仍为诸多新手教师专业身份认同发展研究提供了新的视角和启示,也丰富了可能自我理论在教师专业发展领域内的应用,同时也对学校领导、教师教育者以及教育部门具有借鉴意义。
[Abstract]:When pre-service teachers complete their normal education and study, they formally enter the teaching profession. The transformation from student identity to teacher identity is of great importance to the development of novice teachers' professional identity and teachers' professional career. If a teacher can not objectively understand his role and adapt to the teaching environment, then one day he will be disappointed in his teaching profession and resign (Tsui,2007). The research on teacher's professional identity was first started abroad. Beijaard explored the teacher's professional identity by using qualitative and quantitative research methods. Subsequently, the research on teachers' professional identity has gradually become an important concern in the field of teacher education and teacher development. By analyzing the possible self-understanding of novice teachers during the transitional period, the author explores the development of novice English teachers' professional identity and tries to answer the following questions: 1) three novice English teachers are in their pre-service roles. How to understand professional identity in two different stages? 2) does the three teachers' professional identity change from intern teacher to novice teacher? 3) how does the changing self affect the change? This study adopts a case study method to focus on the change of professional identity of the three subjects before and after one year of employment. In terms of data collection, through questionnaires, personal interviews and narrative materials such as introspection logs and teaching logs, the three subjects showed the state of teachers' desire and fear self at different stages. This reflects its professional identity before and after the transition. The analytical framework of this study is based on the analysis of "self" by Dutch scholar Korthagen, who describes "self" as "personal self" and "professional self". Therefore, in order to understand the transformation of novice teachers' professional identity, it is necessary not only to pay attention to the individual dimension of self, but also to consider the professional dimension of self. Based on the collected data, this study uses the theory of possible self to analyze the changes in the individual dimension and the professional dimension of self. The individual self will be analyzed from several aspects, such as personality, emotion, personal value, etc. The professional self will be elaborated from four aspects: teaching knowledge, teaching ability, teaching belief and teaching environment. That is, each dimension will be analyzed from the perspectives of the self of hope and the self of fear. The results show that novice English teachers have initially formed an ideal teacher identity concept in their pre-service stages, and the main influencing factors are their previous learning experience, normal English education and others who have an important influence on it. And when they really enter the teaching profession, their desire self and fear ego will be out of balance at the beginning of their career, and over time they will come from different aspects of support and their own efforts, such as self-reflection, peer solidarity, The construction of professional community, three novice teachers in varying degrees to achieve the development of professional identity. As a case study, although the results of this study are not generalizable and generalizable, it still provides a new perspective and inspiration for the research on the professional identity development of many novice teachers. It also enriches the application of the possible self theory in the field of teacher professional development, and also has reference significance for school leaders, teachers and educators and educational departments.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2374811
[Abstract]:When pre-service teachers complete their normal education and study, they formally enter the teaching profession. The transformation from student identity to teacher identity is of great importance to the development of novice teachers' professional identity and teachers' professional career. If a teacher can not objectively understand his role and adapt to the teaching environment, then one day he will be disappointed in his teaching profession and resign (Tsui,2007). The research on teacher's professional identity was first started abroad. Beijaard explored the teacher's professional identity by using qualitative and quantitative research methods. Subsequently, the research on teachers' professional identity has gradually become an important concern in the field of teacher education and teacher development. By analyzing the possible self-understanding of novice teachers during the transitional period, the author explores the development of novice English teachers' professional identity and tries to answer the following questions: 1) three novice English teachers are in their pre-service roles. How to understand professional identity in two different stages? 2) does the three teachers' professional identity change from intern teacher to novice teacher? 3) how does the changing self affect the change? This study adopts a case study method to focus on the change of professional identity of the three subjects before and after one year of employment. In terms of data collection, through questionnaires, personal interviews and narrative materials such as introspection logs and teaching logs, the three subjects showed the state of teachers' desire and fear self at different stages. This reflects its professional identity before and after the transition. The analytical framework of this study is based on the analysis of "self" by Dutch scholar Korthagen, who describes "self" as "personal self" and "professional self". Therefore, in order to understand the transformation of novice teachers' professional identity, it is necessary not only to pay attention to the individual dimension of self, but also to consider the professional dimension of self. Based on the collected data, this study uses the theory of possible self to analyze the changes in the individual dimension and the professional dimension of self. The individual self will be analyzed from several aspects, such as personality, emotion, personal value, etc. The professional self will be elaborated from four aspects: teaching knowledge, teaching ability, teaching belief and teaching environment. That is, each dimension will be analyzed from the perspectives of the self of hope and the self of fear. The results show that novice English teachers have initially formed an ideal teacher identity concept in their pre-service stages, and the main influencing factors are their previous learning experience, normal English education and others who have an important influence on it. And when they really enter the teaching profession, their desire self and fear ego will be out of balance at the beginning of their career, and over time they will come from different aspects of support and their own efforts, such as self-reflection, peer solidarity, The construction of professional community, three novice teachers in varying degrees to achieve the development of professional identity. As a case study, although the results of this study are not generalizable and generalizable, it still provides a new perspective and inspiration for the research on the professional identity development of many novice teachers. It also enriches the application of the possible self theory in the field of teacher professional development, and also has reference significance for school leaders, teachers and educators and educational departments.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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