英语专业师范生职前教师信念研究

论文摘要

本研究目的在于调查职前英语教师信念,了解其具体在教师信念的评估、大纲、学生学习和学生管理四个维度中的哪个部分上存在差异,以提出针对性解决策略,更重要的是研究造成这些差异的原因,为外语教师教育和发展提供启示。为了解英语师范生职前教师信念情况,并分析影响教师信念变化的因素,本研究调查了北京某师范大学英语教育系四年级一个自然班41名学生,使用《教师信念调查问卷》进行数据收集,描述职前英语教师信念,并分析在哪些方面他们信念的一致性最低,差异最大。信念得分最高和最低的两名被试参与了本研究第二步半结构式访谈,调查影响这些差异的因素。问卷结果显示：职前英语教师形成了比较良好和积极的教师信念,在调查的四个维度的内容中,关于学生学习的信念最低,原因可能是由于他们仍缺乏足够的教育理论的学习和实践的锻炼。访谈结果证明：环境因素、个人经验和自我反省均对其教师信念的差异造成了影响,其中自我反省对信念形成影响最大。此研究从理论上提供了研究职前教师信念情况的新的角度,有利于本领域研究视野的拓展和研究视角的丰富,以及更好地理解职前教师的信念系统。从实践层面来看,对职前英语教师的教师信念进行考察,可以更好地激发未来的职前英语教师对于自己的教师信念进行有意识地反思,有助于职前英语教师通过反思、批判思考确定初步正确的完整的教师信念体系,为以后的教学生活奠定基础。

论文目录

• 摘要
• Abstract
• Ⅰ. Introduction
• 1. Background of the Research
• 2. Objectives of the Research
• 3. Significance of the Research
• 4. Organization of the Research
• Ⅱ. Literature Review
• 1. Teacher Beliefs
• 1.1 Definition of teacher beliefs
• 1.2 Current research on teacher beliefs
• 2. Nature of Teacher Beliefs
• 2.1 Psychology for beliefs
• 2.2 A complex system
• 2.3 Content of Teacher Beliefs
• 3. Role of Teacher Beliefs
• 3.1 Teacher beliefs and classroom behavior
• 3.2 Teacher beliefs and teacher education program
• 3.3 Teacher beliefs and teaching perception
• 3.4 Problems of teacher beliefs' role
• 4. Relevant Researches about Pre-service Teacher Beliefs
• 4.1 Pre-service teachers and pre-service education
• 4.2 Pre-service teacher beliefs
• 4.3 Relationship between pre-service education and beliefs
• 5. Factors Influencing Pre-service Teacher Beliefs
• 5.1 Environment:family, school, and class
• 5.2 Teacher education program:schooling & instruction
• 5.3 Experience with formal knowledge:subjects and pedagogy
• 5.4 Self-reflection
• Ⅲ. Methodology
• 1. Design
• 2. Participants
• 3. Instruments and Procedures
• 3.1 Teacher's beliefs inventory
• 3.2 Semi-structured Interview
• 4. Data Collection
• 5. Data Analysis
• Ⅳ. Results and Discussion
• 1. General Information of Pre-service Teachers' Professional Choice
• 2. Description of Pre-service Teachers Belief
• 3. Results of Difference of Pre-service Teachers Belief
• 4. Results of Influencing Factors of Pre-service Teacher Beliefs
• 4.1 Environment
• 4.2 Teacher education program
• 4.3 Experience with formal knowledge
• 4.4 Self-reflection
• 5. Discussion
• Ⅴ. Conclusions
• 1. Major Findings
• 1.1 Difference of Pre-service Teacher Beliefs
• 1.2 Factors affecting pre-service teacher beliefs
• 2. Implications in EFL Teacher Education
• 2.1 Education program improvement
• 2.2 Teacher Educators Model Role
• 2.3 Pre-service Teachers Enlightenment
• 3. Limitations
• 4. Suggestions for Future Research
• References
• Appendix A Teacher Beliefs Inventory for Pre-service Teachers
• Appendix B Interview Outline of Influencing Factors
• Acknowledgements