一位英語教師教育者教育信念形成過程的傳記研究
發(fā)布時間：2018-10-10 12:06
【摘要】：教師教育信念是教師從事教育工作的心理基礎,對教師的教育態(tài)度和教學行為有顯著的影響,它直接關系到教師工作的質量和學生素質的發(fā)展,關系到教師人格的完善和素質的提高。教育信念的形成是一個十分復雜的動態(tài)過程,它受到諸如以往經歷、教師培訓和學校環(huán)境等因素的交互影響。而教師教育者是教師教育知識的生產者,是教師專業(yè)發(fā)展的引領者,是教師教育文化的推動者。因此對教師教育者信念形成的研究顯得尤為必要。國內外學術界對教育信念尤其是教育信念對教師教學實踐的影響進行了一定的研究,但對于英語教師教育者的教育信念形成過程的研究,還相對比較匱乏,存在研究對象比例不協調(以有經驗的英語教師為主)和研究方法比較單一(以問卷調查為主)的問題。鑒于此,本研究參照Pinar(2000)存在體驗課程和Erben(1998)傳記階段理論,利用訪談和課堂觀察等研究方法,并借鑒前人在教師教育者的教育信念形成方面的研究成果,試圖探索英語教師教育者教育信念的形成過程,旨在進一步證實教育信念的重要性,并在一定程度上填補英語教師教育者教育信念的研究缺口。本研究主要圍繞以下四個問題而展開的:(1)在教育信念的形成過程中,Linda經歷過哪些具有標志性意義的事件?(2)Linda持有哪些教育信念?(3)她的教育信念是如何演變形成的?(4)她的教育信念形成受到哪些因素的影響?本研究采取傳記研究的方式,以某所211師范大學的1名英語教師教育者Linda為研究對象,從傳記敘事維度分析其教育信念形成的過程和復雜成因。研究發(fā)現,Linda教育信念的形成是一個動態(tài)的構建和再構建的過程,可大致分為五個階段,從初始信念的產生、初始信念的變革、信念升華后的減弱、信念升華后的增強再到信念的穩(wěn)定。每個階段都受到諸多外部因素和內部因素的影響,具體來說,它受到諸如在職培訓、高等教育經歷、學校文化氛圍、工作上的成果和內部動機等的影響,其中內部動機這一因素對她教育信念形成具有重要作用。鑒于英語教師教育者的自主性和教師職業(yè)發(fā)展過程中及時有效的指導對英語教師教育者的教育信念形成具有重要的影響,本研究最后就如何提升英語教師教育者的教育熱情和教育信念提出了一些建議:英語教師教育者應該樹立堅定的教育信念,激發(fā)自己成為一名優(yōu)秀英語教師教育者的內部動機,尤其對于女性英語教師教育者來說,應該學會平衡生活和工作的關系;立志成為英語教師教育者的在職和職前英語教師可以參照Linda的成長模式,求同存異并找到合適自己的發(fā)展道路;學校管理者應該創(chuàng)設良好的校園文化氛圍,并為英語教師教育者提供充足有效的指導;最后教學研究者應更加深入調查英語教師教育者的教育信念發(fā)展現狀,為教師教育者的職業(yè)發(fā)展提供中肯建議。
[Abstract]:Teachers' educational belief is the psychological basis for teachers to engage in educational work. It has a significant impact on teachers' educational attitude and teaching behavior. It is directly related to the quality of teachers' work and the development of students' quality. Related to the improvement of teachers' personality and quality. The formation of educational belief is a very complex dynamic process, which is influenced by factors such as past experience, teacher training and school environment. Teacher educator is the producer of teacher education knowledge, the leader of teacher professional development and the promoter of teacher education culture. Therefore, it is particularly necessary to study the formation of teachers' and educators' beliefs. The academic circles at home and abroad have made some research on the influence of educational beliefs on teachers' teaching practice, but the research on the forming process of English teachers' educational beliefs is relatively scarce. There are some problems in the proportion of subjects (mainly experienced English teachers) and the single research method (questionnaire survey). In view of this, this study refers to Pinar (2000) existential experience curriculum and Erben (1998) biographical stage theory, uses interviews and classroom observation, and draws lessons from the previous research results on the formation of teachers' and educators' educational beliefs. This paper attempts to explore the forming process of educational beliefs of English teachers and educators in order to further confirm the importance of educational beliefs and to fill in the research gap of educational beliefs of English teachers and educators to a certain extent. This study focuses on the following four questions: (1) what are the iconic events experienced by Linda during the formation of educational beliefs? (2) what educational beliefs does Linda hold? (3) how does her educational beliefs evolve? (4) What factors influence the formation of her educational beliefs? This study takes a biographical approach to analyze the process and complex causes of the formation of educational beliefs from the perspective of biographical narration, taking Linda, an English teacher educator in a 211th normal university, as the research object. It is found that the formation of Linda educational belief is a dynamic process of construction and re-construction, which can be divided into five stages, from the emergence of initial belief, the change of initial belief, the weakening of belief after sublimation. The enhancement of belief after sublimation leads to the stability of belief. Each stage is influenced by a number of external and internal factors, specifically, such as on-the-job training, higher education experience, school culture, job outcomes and internal motivation. The internal motivation plays an important role in the formation of her educational beliefs. In view of the autonomy of English teachers and the timely and effective guidance in the process of teachers' professional development, it has an important impact on the formation of educational beliefs of English teachers. At the end of the study, some suggestions are put forward on how to promote the enthusiasm and belief of English teachers and educators: English teachers should establish firm educational beliefs and stimulate their internal motivation to become an excellent English teacher educators. Especially for female English teachers, they should learn to balance the relationship between life and work, and make reference to Linda's growth model for serving and pre-service English teachers who are determined to become English teachers. Seeking common ground while reserving differences and finding a suitable way of development school administrators should create a good campus culture atmosphere and provide adequate and effective guidance for English teachers and educators. Finally, teaching researchers should investigate the present situation of the educational beliefs of English teachers and educators, and provide relevant suggestions for the professional development of teachers and educators.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G655.1
本文編號：2261705
[Abstract]:Teachers' educational belief is the psychological basis for teachers to engage in educational work. It has a significant impact on teachers' educational attitude and teaching behavior. It is directly related to the quality of teachers' work and the development of students' quality. Related to the improvement of teachers' personality and quality. The formation of educational belief is a very complex dynamic process, which is influenced by factors such as past experience, teacher training and school environment. Teacher educator is the producer of teacher education knowledge, the leader of teacher professional development and the promoter of teacher education culture. Therefore, it is particularly necessary to study the formation of teachers' and educators' beliefs. The academic circles at home and abroad have made some research on the influence of educational beliefs on teachers' teaching practice, but the research on the forming process of English teachers' educational beliefs is relatively scarce. There are some problems in the proportion of subjects (mainly experienced English teachers) and the single research method (questionnaire survey). In view of this, this study refers to Pinar (2000) existential experience curriculum and Erben (1998) biographical stage theory, uses interviews and classroom observation, and draws lessons from the previous research results on the formation of teachers' and educators' educational beliefs. This paper attempts to explore the forming process of educational beliefs of English teachers and educators in order to further confirm the importance of educational beliefs and to fill in the research gap of educational beliefs of English teachers and educators to a certain extent. This study focuses on the following four questions: (1) what are the iconic events experienced by Linda during the formation of educational beliefs? (2) what educational beliefs does Linda hold? (3) how does her educational beliefs evolve? (4) What factors influence the formation of her educational beliefs? This study takes a biographical approach to analyze the process and complex causes of the formation of educational beliefs from the perspective of biographical narration, taking Linda, an English teacher educator in a 211th normal university, as the research object. It is found that the formation of Linda educational belief is a dynamic process of construction and re-construction, which can be divided into five stages, from the emergence of initial belief, the change of initial belief, the weakening of belief after sublimation. The enhancement of belief after sublimation leads to the stability of belief. Each stage is influenced by a number of external and internal factors, specifically, such as on-the-job training, higher education experience, school culture, job outcomes and internal motivation. The internal motivation plays an important role in the formation of her educational beliefs. In view of the autonomy of English teachers and the timely and effective guidance in the process of teachers' professional development, it has an important impact on the formation of educational beliefs of English teachers. At the end of the study, some suggestions are put forward on how to promote the enthusiasm and belief of English teachers and educators: English teachers should establish firm educational beliefs and stimulate their internal motivation to become an excellent English teacher educators. Especially for female English teachers, they should learn to balance the relationship between life and work, and make reference to Linda's growth model for serving and pre-service English teachers who are determined to become English teachers. Seeking common ground while reserving differences and finding a suitable way of development school administrators should create a good campus culture atmosphere and provide adequate and effective guidance for English teachers and educators. Finally, teaching researchers should investigate the present situation of the educational beliefs of English teachers and educators, and provide relevant suggestions for the professional development of teachers and educators.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G655.1
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