Exploring Student Teachers’ Construction of Teacher Identity under Mentors’ Influences during Practicum Period: A Case Study

论文摘要

在教师发展的各种理论中,认为教学的本质是一种存在状态而不仅是行事方式或行动方式的意识形态给教育实习领域带来新的思索。研究文献表明,在教育实习阶段,教师个体的自我感知和有意识的建立良好的对自我的感知是非常重要的(Tusin,1999;McLean,1999),而建构教师的自我是一个复杂的过程,它涉及到个体和社会的因素(Danielewicz,2001;Britzman,1999)。波瑞彻的自我感知层次论、韩礼德分析语言的系统功能语法理论和温格纳等分析行为的行动识别理论为本研究提供了理论框架,分别从自我感知、言和行三个层面探讨教师身份认同的建构。后两者并同时提供了分析言和行的分析框架。由于对教育实习阶段实习生发展的关注,本研究试图利用个案的研究方法对国内普遍实行的教育实习实践进行研究,旨在回答(1)该实习生在实习过程中建立了什么样的教师身份认同?(2)指导老师的指导如何对这一建立过程产生影响?本个案研究选择了在某大学英语教育专业学习了三年后,进入一合作中学参与英语教育实习的某一实习生和她的指导老师为研究对象。通过对该实习生及指导老师进行访谈、摘录实习生的教学日志和本研究者记录的听课笔记以及对指导老师进行实习指导的观察,本研究者收集了大量数据并对其进行分析。结果显示,该实习生在实习过程中建立了一定的教师身份认同。她作为一个角色扮演者而非角色承担者,一个教师权威寻求者同时又是权威追随者进行课堂教学实践。在身份认同建构过程中,实习生该如何定位自我的进退维谷的局面和她遭遇权威问题时的困惑凸显出来。在实践过程中,该实习生的言和行都指出其指导老师对其身份认同形成的影响。研究结果进一步显示,指导老师强势的指令性语气以及对实习生教学策略的否定,作为教学权威干涉性的指导行为,本身追随权威的示范作用都对实习生形成上述教师身份认同造成了影响。基于以上的分析,本研究对改善教育实习提出了建议,即给实习生提供更多的课堂自我决策的空间并在实习生和指导老师间建立一种更有成效的权力关系。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Notes on Transcriptions
• Table of Contents
• Chapter 1 Introduction
• 1.1 Origin of the Study
• 1.2 Rationale of the Study
• 1.3 Research Questions
• 1.4 Significance of the Study
• 1.5 Layout of the Thesis
• Chapter 2 Literature Review
• 2.1 Understanding Identity
• 2.1.1 Psychological Perspective
• 2.1.2 Interactionist Perspective
• 2.1.3 Summary
• 2.2 Understanding Teacher Identity
• 2.2.1 Teachers Professional Self
• 2.2.2 Construction of Teacher Identity
• 2.2.2.1 Construction of Teacher Identity through Perception of Self
• 2.2.2.2 Construction of Teacher Identity in Practice and Action
• 2.2.2.3 Construction of Teacher Identity in Discourse
• 2.2.3 Factors Influencing the Construction of Teacher Identity
• 2.2.3.1 Mentors' Acceptance
• 2.2.3.2 Mentors' Discourse and Action
• 2.2.3.3 Mentors as Role Models
• 2.2.4 Summary
• Chapter 3 Theoretical Framework
• 3.1 Theory of Sense of Self
• 3.2 Action Identification Theory
• 3.3 Systemic Functional Grammar
• 3.4 Summary
• Chapter 4 Methodology
• 4.1 Method
• 4.2 Subjects
• 4.3 Data Collection
• 4.4 Data Analysis
• Chapter 5 Results and Discussion
• 5.1 Teacher Identity to Be Constructed
• 5.1.1 Sense of Bodily Self: Seeker for Her Own Teacher Authority
• 5.1.2 Sense of Self-identity: Role-player rather than Role-taker
• 5.1.3 Sense of Self-extension: Follower of Authority
• 5.1.4 Sense of Self-esteem: Changing from High to Low Self-esteem
• 5.1.5 Sense of Self-image: Both A Seeker and Follower
• 5.1.6 Summary
• 5.2 The Influences of Mentor's Instruction on the Construction of Teacher Identity
• 5.2.1 Interfering Actions Influencing Jane's Teacher Identity as a Role-player
• 5.2.2 The Mentor's Role Modeling Function Influencing Jane's Teacher Identity as a Seeker for Her Own Authority
• 5.2.3 The Combined Efforts of Instruction in Strong Mood and the Refusal of Jane's voice Influencing Jane's Teacher Identity as a Follower of Authority
• 5.2.4 Summary
• Chapter 6 Conclusions and Implications
• 6.1 Major Findings
• 6.2 Implications
• 6.3 Limitations
• Bibliography
• Appendix I Extracts from Transcription of Interview
• Appendix II Extracts from Transcription of Field Notes
• Appendix III Extracts from Transcription of Mentoring
• Appendix IV Samples of Jane's Teaching Journals
• 攻读硕士学位期间发表的论文