SETT框架下初中英语新手教师专业发展的案例研究

发布时间：2021-08-14 16:24

　　近年来,课堂互动的重要作用引起了广泛关注。介于语言课堂的动态特性和复杂性,英语教师需要提高观察、分析和评估教师话语的能力与知识。因此,英语教师的互动意识是教学实践知识中不可或缺的一个部分。基于Walsh（2006）提出的“教师话语自我评估”（SETT）框架,本文旨在探究初中英语新手教师话语的互动特征,评估SETT反思实践循环对教师专业发展的作用及其可操作性。为此目的,六名初中英语新手教师参与此研究。其中四位接受了有关如何使用SETT框架分析教师话语的培训并开展了三次SETT反思循环实践,另两位照常接受上海市中小学见习教师规范化培训,没有参与SETT反思实践。研究数据从SETT反思实践中所收集,包括拍摄和转录教学短视频、分析教师话语的互动特征、与其他新手教师讨论话语使用情况及撰写反思日记。笔者通过扎根理论对定性数据进行对比和编码,围绕研究问题由次及主地分组并与研究对象核查。同时,定性数据以不同组别的描述性数据及其占比形式进行量化,所得结果通过摘选教学视频转录文字和反思日记中的片段展开详细分析。研究结果表明:（1）关于模式的分布情况,学习材料模式在课堂中占主导地位,包括展示性问题和教师重复... 

【文章来源】：上海师范大学上海市

【文章页数】：114 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Teacher Talk
        2.1.1 The Definition of Teacher Talk
        2.1.2 The Features of Teacher Talk
        2.1.3 Teacher Talk and Learning Opportunities
    2.2 Novice English Teacher Professional Development
        2.2.1 The Definition of Novice Teacher
        2.2.2 A Gap between Theoretical Research and Professional Practice
        2.2.3 Teacher Talk and Teacher Development
    2.3 Classroom Interaction
        2.3.1 The Nature of Classroom Interaction
        2.3.2 Classroom Interactional Competence (CIC)
        2.3.3 The Features of CIC
        2.3.4 CIC and Teacher Development
    2.4 SETT Framework and Critical Reflective Practice
        2.4.1 Modes
        2.4.2 Interactional Features
        2.4.3 The Use of the SETT Framework
        2.4.4 Critical Reflective Practice Cycle through the SETT Framework
    2.5 Relevant Studies of Teacher Talk and Classroom Interaction
        2.5.1 Relevant Studies Abroad
        2.5.2 Relevant Studies at Home
Chapter 3 Research Methodology
    3.1 Research Contents
    3.2 Research Questions
    3.3 Research Participants
    3.4 Research Methods and Instruments
        3.4.1 Video Recording and Transcription
        3.4.2 SETT Framework and Key
        3.4.3 Stimulated Recall Procedure
        3.4.4 Reflective Diaries
        3.4.5 Semi-structured Interviews
        3.4.6 Data Collection Procedures
    3.5 Data Analysis Procedures
Chapter 4 Results and Discussion
    4.1 Summary of Novice Teachers' Lesson Observations
    4.2 Analysis of Modes and Interactional Features
        4.2.1 Distribution of Four Modes
        4.2.2 Identification of Modes
        4.2.3 Identification of Interactional Features
        4.2.4 Constructive or Obstructive Features of Teacher Talk
    4.3 The Novice Teacher's Perceptions of the SETT RP Cycle
        4.3.1 Perceptions of the SETT Framework
        4.3.2 Perceptions of the Reflective Practice
        4.3.3 Challenges Confronted
    4.4 The Effects of SETT RP Cycle on the Novice Teachers' ProfessionalDevelopment
        4.4.1 The Increased Awareness in Teaching
        4.4.2 The Evidence of the Professional Development
Chapter 5 Conclusion
    5.1 Major Findings
        5.1.1 The Distribution of Modes and Interactional Features
        5.1.2 The Relationship Between Teacher talk and Learning Potential
        5.1.3 Teacher Professional Development Through the SETT RP Cycle
    5.2 Implications for Teaching and Teacher Education
    5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix A Instructions for Using the SETT Framework
Appendix B Transcription Analysis
Appendix C Participants Training Handbook
Acknowledgements


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