該論文記錄了一個(gè)教師研究者的研究歷程,追溯她如何從一個(gè)封閉的教師轉(zhuǎn)變?yōu)橐粋�(gè)促成變化的負(fù)責(zé)人,最后走上教師教育者的道路。作者發(fā)現(xiàn),中國(guó)外語(yǔ)教師從事科學(xué)研究的局限性,主要來(lái)自“職前”和“職中”教育過(guò)程的缺陷以及一些文化障礙。這些因素使他們不能對(duì)課堂教學(xué)作出充分有效的詮釋。該研究從認(rèn)識(shí)論和方法論兩個(gè)緯度闡述行動(dòng)研究對(duì)高校外語(yǔ)教師研究能力的發(fā)展所起的推動(dòng)作用。該研究的行動(dòng)計(jì)劃包括三個(gè)階段,目標(biāo)是提高教師的研究能力。第一個(gè)階段記錄了作者參與研究的過(guò)程。在此過(guò)程中,她懂得了如何將思想變成行動(dòng),如何促成學(xué)生學(xué)習(xí)效果的提高,乃至所在機(jī)構(gòu)和學(xué)校整體的進(jìn)步。第二個(gè)階段是由六個(gè)教師志愿者參加的合作學(xué)習(xí)計(jì)劃,為期六個(gè)月。在實(shí)際操作過(guò)程中,由于作者能力不足和其它制約因素,合作學(xué)習(xí)試驗(yàn)沒(méi)有取得成功。然而對(duì)這次活動(dòng)的反思,為第三個(gè)階段提供了研究?jī)?nèi)容。她試圖通過(guò)職前教育彌補(bǔ)教師研究能力的不足。作者對(duì)二十名英語(yǔ)專(zhuān)業(yè)研究生講授了為期九周的研究生《教育理論與實(shí)踐》課程,該課程特別強(qiáng)調(diào)教師行動(dòng)研究的重要性,通過(guò)一系列有計(jì)劃的課內(nèi)課外活動(dòng),幫助學(xué)生將隱性概念轉(zhuǎn)化成顯性的可操作的策略,促進(jìn)觀(guān)念的轉(zhuǎn)變。該課程獲得了積極的反饋,肯定... 

【文章頁(yè)數(shù)】：191 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Content Acknowledgements 摘要 Abstract List of Tables and Figure Chapter One Introduction
1.1 Personal Background
1.2 Setting
1.3 Action Research Cycles
1.4 Statement of the Problems
1.5 Purpose of the Study
1.6 Research Questions
1.7 Outline of the Study Chapter Two Language Teachers’Professional Development and Educational Research
2.1 Brief Introduction to Language Teacher Education
2.2 Perspective of Teacher Development
    2.2.1 Reasons for teacher development
    2.2.2 Purpose of educational research
2.3 Language Teacher Research in China
    2.3.1 Research on language teacher professional development
    2.3.2 A shift in research paradigm
    2.3.3 Content of Chinese research in ELT
2.4 Pre-service and In-service Teacher Education
    2.4.1 The curriculum for English Major Students
    2.4.2 The missing parts of two curriculums for teacher preparation
    2.4.3 Problematic practicum
2.5 In-service Language Teacher Education
    2.5.1 Constraints on TEFL academics’development programs Chapter Three Action Research and Applications
3.1 Definitions of AR
    3.1.1 Application of AR in my first project
3.2 Principles of AR
    3.2.1.The origin and the development of AR
    3.2.2 Teacher as researcher
    3.2.3 Reflective teachers
3.3 AR in Foreign Language Area
    3.3.1 The research areas in the field of language teaching
    3.3.2 The benefits of AR in the field of language teaching
    3.3.3 The weaknesses and solutions of AR
    3.3.4 The future of AR in the field of language teaching
3.4 AR in Chinese Context
    3.4.1 English publications on AR in Hong Kong contexts
    3.4.2 English publications on AR for TEFL academics in mainland context
    3.4.3 English publications on AR in general education field
    3.4.4 Publications on AR of university language teaching in Chinese journals Chapter Four Research Design and Methodology
4.1 The Nature of the Study
4.2 Selection of Research Site
4.3 Selection of Participants
    4.3.1 Participants in the second cycle
    4.3.2 Participants in the third cycle
4.4 Ethical Procedures of the Study
4.5 Data Collection Methods
4.6 Limitations of This Study Chapter Five FOAR
5.1 Research Background
    5.1.1 Planning
    5.1.2 Implementing
    5.1.3 Modifying plan
    5.1.4 Reimplementing with three teachers
5.2 Reflection
    5.2.1 Replanning
    5.2.2 Analyzing
5.3 Reflection on the Activity
    5.3.1 Teachers’reflection on the observation
    5.3.2 Implications of the activity
5.4 Findings and Discussion
    5.4.1 Changes occurred in the experiment teachers
    5.4.2 Changes occurred in the author
    5.4.3 Constraining factor
    5.4.4 Facilitating factor Chapter Six SOAR with Six Volunteer Teachers
6.1 Planning
6.2 Implementing
6.3 Reflection Before the 6-month Activity
    6.3.1 The intention of taking part in the activity
    6.3.2 Attitude to research and teaching
    6.3.3 The problems identified by participants
6.4.Reflection after the 6-month Activity
6.5 Reflection through a Follow-up Email Survey
    6.5.1 Personal aims for participation
    6.5.2 Feelings during participation
    6.5.3 Participants’role
    6.5.4 Changes occurred in the participants
    6.5.5 Reactions from the colleagues
6.6 Findings and Discussion
    6.6.1 The gap between what we discussed and what could be written
    6.6.2 The relationships within research group members
    6.6.3 Psychological factors for women teachers Chapter Seven SOAR with 20 Student Teachers
7.1 Planning
7.2 Implementing
7.3 Analyzing
7.4 Reflection
    7.4.1 Enhancement in research awareness
    7.4.2 Inspiration in teaching mode
    7.4.3 The untargeted research method books Chapter Eight Conclusion, implication and Self-Reflection
8.1 Conclusions
    8.1.1 AR helps empower participants
    8.1.2 AR helps develop collaborative relationships
    8.1.3 AR helps implement research education
8.2 Implications
    8.2.1 Implication for in-service TEFL Academics
    8.2.2 Implication for pre-service TEFL academics
    8.2.3 Implication for Chinese Educators
    8.2.4 Implication for Chinese Educational Administrators
8.3 Self Reflections
    8.3.1 As a teacher
    8.3.2 As a teacher researcher
    8.3.3 As a change agent or facilitator
    8.3.4 As a teacher educator References Appendix One Appendix Two Appendix Three Appendix Four Appendix Five



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