本文選題：教師身份認(rèn)同　切入點(diǎn)：教師專業(yè)身份認(rèn)同　出處：《中南大學(xué)》2013年碩士論文

【摘要】：教師專業(yè)身份認(rèn)同是教師專業(yè)發(fā)展中的一個(gè)重要概念。目前,它已經(jīng)成為教師教育與發(fā)展研究領(lǐng)域中一個(gè)熱點(diǎn)議題。社會(huì)文化視角下的教師專業(yè)身份認(rèn)同反映地是教師如何看待自己及如何在與學(xué)生的交際中實(shí)現(xiàn)這些專業(yè)身份。其變化發(fā)展與教學(xué)語境及教師的社會(huì)認(rèn)知行為是息息相關(guān)的。這些特性啟示我們可以借助隱喻這種認(rèn)知工具探討這一主題。近年來,國(guó)外教育研究領(lǐng)域?qū)㈦[喻視為討論教師信念和實(shí)踐的一個(gè)活躍概念。然而國(guó)內(nèi)使用隱喻探討教師行為和信念的研究仍處在起始階段,有少量英語教師專業(yè)身份認(rèn)同的研究,也極少涉及到少數(shù)民族地區(qū)高校英語教師專業(yè)身份認(rèn)同的發(fā)展過程。 本研究從社會(huì)文化的視角出發(fā),運(yùn)用隱喻的方法探究了湘西土家族苗族自治州某高校三名英語教師的專業(yè)身份認(rèn)同的發(fā)展及影響因素。具體探討以下三個(gè)問題：(一)三位教師在專業(yè)發(fā)展中經(jīng)歷了哪些典型的階段?(二)他們的專業(yè)身份認(rèn)同在這些發(fā)展階段中是如何變化的?(三)影響他們專業(yè)身份認(rèn)同發(fā)展的因素有哪些?研究者使用了訪談前調(diào)查表、半結(jié)構(gòu)訪談和教師日志的具體研究工具收集數(shù)據(jù)形成三方論證。并于訪談中引導(dǎo)他們使用隱喻來描述自己在專業(yè)發(fā)展中對(duì)教師專業(yè)身份認(rèn)同的理解,用敘事手法對(duì)教師專業(yè)故事加以呈現(xiàn)。通過對(duì)數(shù)據(jù)內(nèi)容進(jìn)行分析,揭示隱喻表達(dá)中的教師專業(yè)身份認(rèn)同的發(fā)展變化,進(jìn)一步總結(jié)影響發(fā)展的因素。 研究結(jié)果表明：(一)三名教師的專業(yè)發(fā)展雖然經(jīng)歷了不同的階段。但在初始階段都體現(xiàn)出了積極適應(yīng)教學(xué)環(huán)境和主動(dòng)學(xué)習(xí)的特征。(二)他們?cè)诟靼l(fā)展階段對(duì)專業(yè)身份認(rèn)同的認(rèn)知與理解存有差異�？偟膩碚f這些教師的專業(yè)身份認(rèn)同逐漸轉(zhuǎn)變到對(duì)學(xué)生全面發(fā)展的引導(dǎo)和培養(yǎng)的層面上,體現(xiàn)了他們以學(xué)生為中心的教學(xué)信念。(三)影響他們專業(yè)角色身份變化的有個(gè)人因素、專業(yè)因素和環(huán)境因素。 通過調(diào)查研究,我們發(fā)現(xiàn)這些教師體現(xiàn)出了較強(qiáng)的自主學(xué)習(xí)的特征,他們的專業(yè)身份認(rèn)同的轉(zhuǎn)變反映出他們逐步樹立了引導(dǎo)和培養(yǎng)學(xué)生全面發(fā)展的教學(xué)信念。該研究對(duì)推進(jìn)該地區(qū)高校英語教師的專業(yè)發(fā)展有一定的啟示作用,也佐證了隱喻作為一種教師進(jìn)行專業(yè)身份認(rèn)同反思的工具,是探究其專業(yè)身份發(fā)展的一種有效途徑。另外少數(shù)民族地區(qū)差異對(duì)這些教師的專業(yè)身份發(fā)展影響很小,體現(xiàn)了當(dāng)前國(guó)內(nèi)對(duì)少數(shù)民族自治地區(qū)的教師培養(yǎng)較為重視。盡管該地區(qū)教師發(fā)展情況相對(duì)滯后,但是仍然呈現(xiàn)出可喜的上升態(tài)勢(shì)。
[Abstract]:Teacher professional identity is an important concept in teacher professional development.At present, it has become a hot topic in the field of teacher education and development.Teachers' professional identity from the perspective of social culture reflects how teachers view themselves and how to achieve these professional identities in their communication with students.Its development is closely related to the teaching context and teachers' social cognitive behavior.These characteristics suggest that we can explore this subject with metaphor as a cognitive tool.In recent years, metaphor has been regarded as an active concept in the field of educational research abroad.However, the study on teachers' behaviors and beliefs using metaphor in China is still at the initial stage. There are a few researches on English teachers' professional identity, and very little on the development of professional identity of college English teachers in minority areas.From the perspective of social culture, this study explores the development and influencing factors of professional identity of three English teachers in a university in Xiangxi Tujia and Miao Autonomous Prefecture by means of metaphor.This paper discusses the following three questions: (1) what typical stages did the three teachers experience in their professional development?(B) how their professional identity has changed during these stages of development?(C) of the factors affecting the development of their professional identity?The researchers used pre-interview questionnaires, semi-structured interviews and teacher logs to collect data to form a three-way argument.In interviews, they are guided to use metaphors to describe their understanding of teachers' professional identity in their professional development, and to present teachers' professional stories with narrative techniques.By analyzing the data content, this paper reveals the development and change of teachers' professional identity in metaphorical expression, and sums up the factors that influence the development.The results show that the three teachers experienced different stages of professional development.However, in the initial stage, it embodies the characteristics of active adaptation to teaching environment and active learning.(2) there are differences in their cognition and understanding of professional identity at different stages of development.Generally speaking, the professional identity of these teachers has gradually changed to the level of guidance and cultivation of students' all-round development, which embodies their student-centered teaching beliefs.(3) personal factors, professional factors and environmental factors affect their professional roles.Through investigation and research, we find that these teachers have the characteristics of strong autonomous learning, and the change of their professional identity reflects that they have gradually set up the teaching belief to guide and train the students' all-round development.This study has some enlightening effect on promoting the professional development of English teachers in colleges and universities in this area, and it also proves that metaphor, as a tool for teachers to reflect on their professional identity, is an effective way to explore the development of their professional identity.In addition, the differences of minority regions have little influence on the development of these teachers' professional identity, which reflects the importance of teacher training in minority autonomous areas.Although the development of teachers in this area lags behind, it still presents a gratifying upward trend.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G645.1;H319

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本文編號(hào)：1712866