探究教师专业发展 ——对一位大学英语教师经历的叙事性研究

论文摘要

教师发展是当前中国教育改革的一个新热点,是教育改革成败的关键所在。而目前的教育研究大多都是针对学生的定量的实证研究,把关注的重点放在如何提高学生的学习质量,改善学生的学习环境。教师作为教学的一个主体,在教学实践中起着主导作用。在新教育理念的倡导下,越来越多的专家学者认为“没有教不好的学生,只有不会教的老师”。如何成为一个会教学并教得好的老师成为每一位教师追求的目标。因此,教师专业发展不仅仅是学校为教师提供机会,更需要教师的自主发展。本研究是对一位有着30年大学英语教龄的教师Candy所做的为期一年的一项个案研究。采用的研究方法是叙事研究和个案研究。数据的收集方式主要包括对该教师的正式采访和相关录音,非正式谈话,邮件往来以及对其学生访谈等。本论文试图探究以下问题：1.促使教师专业发展的相关因素是什么?2.教师专业发展是如何得以实现的?3.学校在促进教师专业发展的过程中所发挥的作用是什么?本论文通过对Candy的生活经历和教学故事的研究,揭示了批判性反思和教师的实践知识对教学的改进和教师的专业发展起着至关重要的作用。教师的专业发展是自主的发展,教师的自主发展最终目的是为了促进学习者的自主发展。在发展的过程中,教师共同体对教师具有辅助和推动作用,学校在教师共同体的建设中起着更为重要的作用。论文最后提出教育哲学和教师发展之间的关系,教师评价制度对教师发展的促进和阻碍作用,以及校本课程开发等对教师发展会起到的作用。在当前的课改过程中,本研究对改进大学英语教学和英语教师的发展具有一定的启示意义

论文目录

• 摘要
• Abstract
• 1 Introduction
• 1.1 The origin of the research
• 1.2 The aims of the research
• 1.3 The structure of the research
• 2 Literature Review
• 2.1 Teachers' professional development
• 2.1.1 The definition of teachers' professional development
• 2.1.2 The stages of teacher development
• 2.1.3 The significance of teachers' professional development
• 2.1.4 Researches into teachers' professional development
• 2.2 Literature review of narrative inquiry
• 3 Methodology
• 3.1 Narrative inquiry as a methodology
• 3.2 My understanding of narrative and narrative inquiry
• 3.3 Why do I use narrative inquiry as my methodology?
• 3.4 Data collection
• 4 Narrative Accounts
• 4.1 Story one:Experience before being a teacher of English
• 4.2 Story two:Educational experience in China and abroad
• 4.3 Story three:Decision to carry out the model of learner autonomy
• 4.4 Story four:Happiness and sadness from the change of teacher's roles
• 4.5 Story five:Who am I?
• 4.6 Story six:The construction of teacher learning community
• 4.7 Story seven: To be or not to be?
• 4.8 Story eight:Voices from the students
• 5 Interpretation and Reflection
• 5.1 Reflective experience can be a powerful impetus for teacher development
• 5.1.1 Critical reflection increases democratic trust between teachers and students
• 5.1.2 Critical reflection enlivens the classroom
• 5.1.3 Critical reflection helps teachers to seek their identity
• 5.2 Teachers' practical knowledge is the base of teachers' professional knowledge
• 5.2.1 Knowledge of curriculum
• 5.2.2 Knowledge of education
• 5.3 Teacher community can enhance teachers' professional development
• 5.4 Teacher autonomy plays a key role in teachers' professional development
• 6 Implication and limitation
• 6.1 Implication
• 6.1.1 Teacher development and teacher's educational philosophy
• 6.1.2 Education as a way of life
• 6.1.3 Teacher evaluation
• 6.1.4 School-based curriculum
• 6.2 Limitation
• Bibliography
• 攻读硕士学位期间发表学术论文情况
• Acknowledgements