近年來(lái),教師身份認(rèn)同受到研究者們?cè)絹?lái)越多的重視。國(guó)內(nèi)外對(duì)教師身份的研究十分豐富,但研究對(duì)象主要集中在在職教師和新手教師群體,而職前教師群體受到的關(guān)注度較少,尤其對(duì)職前英語(yǔ)教師的身份研究比較匱乏。在我國(guó),英語(yǔ)教育不斷改革,而英語(yǔ)教師作為改革的核心,是決定改革成功與否的關(guān)鍵,這對(duì)其身份認(rèn)同和角色認(rèn)知也提出了更多的要求。因此,本研究采用質(zhì)性研究方法,以職前高中英語(yǔ)教師為個(gè)案研究對(duì)象,以尋陽(yáng)（2012）的外語(yǔ)教師身份結(jié)構(gòu)為理論框架,以Engstrom（1987）的活動(dòng)理論為分析手段,采取半結(jié)構(gòu)式訪談、課堂觀察、反思日志等數(shù)據(jù)收集方法,旨在研究在專業(yè)學(xué)習(xí)共同體中職前英語(yǔ)教師是如何建構(gòu)其身份的。本研究圍繞三個(gè)研究問(wèn)題展開:1)職前英語(yǔ)教師的教師身份在實(shí)習(xí)期間是否發(fā)生了變化?如果有,其變化是什么?2)在教師專業(yè)學(xué)習(xí)共同體中,職前英語(yǔ)教師身份建構(gòu)有哪些途徑?3)教師專業(yè)學(xué)習(xí)共同體在其身份建構(gòu)過(guò)程中發(fā)揮了什么作用?研究發(fā)現(xiàn),教師的身份認(rèn)同在四個(gè)維度上發(fā)生了程度不同的變化,并受到了其所在專業(yè)學(xué)習(xí)共同體的影響。在職業(yè)身份方面,職前外語(yǔ)教師Amy已持有的職業(yè)價(jià)值觀和職業(yè)歸屬感均受到了強(qiáng)化和鞏固。在專業(yè)身份方面... 

【文章頁(yè)數(shù)】：73 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
摘要
Abstract
Chapter 1 Introduction
    1.1 Research background
        1.1.1 Reform in education of fundamental English
        1.1.2 The importance of identity construction in professional development
    1.2 Research significance
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Research purpose and questions
    1.4 Layout of this dissertation
Chapter 2 Literature Review
    2.1 Research on teacher identity
        2.1.1 Definitions of teacher identity
        2.1.2 Characteristics of teacher identity
        2.1.3 Structures of teacher identity
        2.1.4 Foreign language teacher identity
    2.2 Research on professional learning community (PLC)
        2.2.1 Definitions of professional learning community (PLC)
        2.2.2 Characteristics of professional learning community (PLC)
        2.2.3 Teacher identity construction in PLC
    2.3 Research on teaching practicum
        2.3.1 Teaching practicum
        2.3.2 Pre-service English teacher identity construction in practicum
    2.4 Theoretical framework—the second generation of activity theory
Chapter 3 Research Design
    3.1 Research methodology----case study
    3.2 Research context and participant selection
    3.3 Data collection
        3.3.1 Semi-structured interview
        3.3.2 Reflective Journal
        3.3.3 Class observation and video recording
    3.4 Data analysis
Chapter 4 Results and Discussion
    4.1 Pre-service teacher Amy's identity construction
        4.1.1 Amy's career identity before and after practicum
            4.1.1.1 Amy's career identity before practicum
            4.1.1.2 Amy's career identity after practicum
        4.1.2 Amy' major identity before and after practicum
            4.1.2.1 Amy's major identity before practicum
            4.1.2.2 Amy's major identity after practicum
        4.1.3 Amy's personal identity before and after practicum
            4.1.3.1 Amy's personal identity before practicm
            4.1.3.2 Amy's personal identity after practicum
        4.1.4 Amy's situated identity before and after practicum
            4.1.4.1 Amy's situated identity before practicum
            4.1.4.2 Amy's situated identity after practicum
        4.1.5 The overall changes of Amy's teacher identity after practicum
    4.2 Discussion
        4.2.1 Approaches of identity (re)construction
            4.2.1.1 Peer coaching
            4.2.1.2 Mentoring
            4.2.1.3 The group leading supervisor's feedback
            4.2.1.4 Interaction with students
            4.2.1.5 Reflective practice
        4.2.2 Effects of PLC on pre-service teacher identity
            4.2.2.1 Professional learning community as an activity system
            4.2.2.2 The process of PLC's influence on teacher identity construction
Chapter 5 Major Findings and Implications
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendix 1
Appendix 2



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