中学英语教师专业发展研究 ——以宜春市为例

论文摘要

随着世界经济全球化和中国改革开放发展,英语作为一门外语越来越受到重视。为了改善外语教育状况和迎接新世纪挑战,自21世纪初基础教育英语新课程标准经历了颁布、试行、修改、推广、重修并将运用的改革历程。教师是教育改革的执行者,直接关系到先进理念的实施与教育改革的成败。我国师资教育改革确实扩充了外语教师队伍,也提高了外语教师素质,但仍需重视外语教师专业发展并将这一研究推向纵深,以确保外语教育改革成效并提升我国外语教育质量。本研究以教师专业发展理论为基础,旨在调查和理解中国教育背景下中学英语教师的专业发展状况并提出促进教师专业发展启示。因此,本文首先回顾教师专业发展定义再阐述建构主义的学习发展观,然后总结国内外教师专业发展的理论及实证研究。基于此,研究者首先通过总体问卷来调查中学英语教师的专业发展状况,调查对象是来自宜春市4所不同类型中学的110名英语教师,然后根据目的抽样和最大差异从中选出4名英语教师进行深度访谈,访谈前填写访前问卷以便找到渐进的访谈焦点。此外,研究者通过实地观察收集研究数据并为研究提供三角互证。这些研究理论和研究方法主要为了清楚地回答4个研究问题：中学英语教师经历哪些职业学习及其变化如何?他们的知识信念是什么及其怎样演变?他们怎样开展英语教学及其发展如何?他们面临的社会环境是什么及其影响如何?本研究通过分析和讨论发现：中学英语教师都经历过职前与在职和正式与非正式的职业学习,它们虽然有不同特点但都影响着教师专业发展；他们拥有较为丰富的学科知识、教育教学知识以及热爱学生、热爱职业的信念,它们总体上保持一致的向上趋势但在职业生涯中也有所波动；他们的英语教学总体上经历从初始期到稳定期、熟练期再到个性化教学的发展过程,然而他们的每个阶段又各不相同;他们面临的社会环境在一定程度上促进或阻碍教师专业发展,但他们采用不同方式应对社会环境来寻求个人和职业的平衡。此外,通过这些研究结果揭示出促进中学英语教师专业发展的5个综合因素：师范教育和在职培训起着基础性作用；自主教学与校本活动提供多样化途径；语言与教学的有机结合提供专业素质追求；热爱学生和热爱职业提供原始驱动力；中国社会环境提供隐性外在刺激。最后根据研究结果及结论对教师管理者、教师教育者和中学英语教师提出促进教师专业发展的可行性建议。

论文目录

• Acknowledgements
• 中文摘要
• Abstract
• Abbreviations
• List of Tables
• List of Figures
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Recent Trends in SLTE
• 1.3 Purpose of This Study and Research Questions
• 1.4 Significance of This Study
• 1.5 Overview of This thesis
• Chapter 2 Literature Review
• 2.1 Teacher Professional Development
• 2.1.1 Defining TPD
• 2.1.2 A Constructivism Perspective
• 2.2 Teacher Learning
• 2.2.1 Teacher Knowledge
• 2.2.2 Teacher Cognition
• 2.3 Related Studies aboard and in China
• Chapter 3 Research Design
• 3.1 Participants
• 3.2 Instruments
• 3.2.1 General Questionnaire
• 3.2.2 Pre-interview Inventory & Interview Outline
• 3.2.3 Field Notes
• 3.3 Data Collection & Analysis
• Chapter 4 Results & Discussions
• 4.1 Learning Experiences
• 4.1.1 Pre-service Formal Schooling:Planned National Education System
• 4.1.2 Pre-service Informal Learning:Powerful Hidden Critical Incidents
• 4.1.3 In-service Formal Training:Scarce Effective Professional Programs
• 4.1.4 In-service Informal Learning:Self-directed Teaching & School-based Group Activities
• 4.2 Knowledge & Beliefs
• 4.2.1 Subject Matter Knowledge:Language Proficiency
• 4.2.2 Pedagogical Content Knowledge:Teaching Skills
• 4.2.3 Beliefs about Language:Pragmatism and Humanism
• 4.2.4 Beliefs about Students:Love for Students as Parents Love Children
• 4.2.5 Beliefs about Teachers:Love for Teaching as a Career
• 4.2.6 Beliefs about Research:Either Non Support or Active Participation
• 4.3 Teaching Practice
• 4.3.1 Teaching Methods:from Traditional to Situational
• 4.3.2 Teaching Resources:from Inflexible to Applicable
• 4.3.3 New Textbooks and Students'Levels:Positive Challenge with Greater Efforts
• 4.3.4 Teacher Evaluation and Practical Teaching:Seeking Balance by Personal Patterns
• 4.4 Social Context
• 4.4.1 Better-off Environments:Cooperative Schools and Favorable Policies
• 4.4.2 Challenges from Practical Teaching:Individual Efforts and Aspiring Desire
• 4.4.3 Unfavorable Realistic Conflicts:Frustrated but Harmonious Adaptation
• 4.4.4 Narrow-minded Decision Making:Unfortunate but Negotiated Struggle
• Chapter 5 Findings & Suggestions
• 5.1 Interactive Factors of TPD
• 5.1.1 Normal Education & Professional Programs Play Essential Roles in TPD
• 5.1.2 Self-directed Teaching & School-based Activities Provide Diverse Paths to TPD
• 5.1.3 Perfection of Language & Teaching Serve as Special Professional Qualities of TPD
• 5.1.4 Love for Students & Love for Teaching Function as Original Driving Force of TPD
• 5.1.5 Chinese Social Context Works as Potential External Stimuli of TPD
• 5.2 Suggestions for TPD
• 5.2.1 Suggestions for TPD to Educational Administrators
• 5.2.2 Suggestions for TPD to Teacher Educators
• 5.2.3 Suggestions for TPD to Secondary EFL Teachers
• Chapter 6 Conclusions
• 6.1 Summary of This Study
• 6.2 Limitations of This Study
• 6.3 Areas for Further Research
• Bibliography
• Appendices
• Appendix A
• Appendix B
• Appendix C
• Publications during the Postgraduate Program