本文關(guān)鍵詞：高校英語(yǔ)教師專(zhuān)業(yè)認(rèn)同的調(diào)查研究

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【摘要】：教師專(zhuān)業(yè)認(rèn)同問(wèn)題根植于教師的專(zhuān)業(yè)社會(huì)化和專(zhuān)業(yè)發(fā)展中,是教師個(gè)人藉由與社會(huì)文化不斷地接觸而逐漸成為一名教師的過(guò)程,同時(shí)也是教師在教學(xué)實(shí)踐中不斷自我反思、感知自我角色、形成和建構(gòu)自己作為一名教師的理解和意義的過(guò)程。我國(guó)有關(guān)教師專(zhuān)業(yè)認(rèn)同的研究起步相對(duì)較晚,然而近些年來(lái),越來(lái)越多人已將“認(rèn)同”作為分析視點(diǎn)來(lái)研究教育領(lǐng)域的教師發(fā)展問(wèn)題,并取得了一些有益的成果。教師專(zhuān)業(yè)認(rèn)同問(wèn)題正日益成為學(xué)界研究的焦點(diǎn)之一。毫無(wú)疑問(wèn),在人們廣泛關(guān)注教師、大力踐行教師專(zhuān)業(yè)發(fā)展的當(dāng)今,研究教師的專(zhuān)業(yè)認(rèn)同問(wèn)題,有著十分重要的現(xiàn)實(shí)意義和實(shí)踐價(jià)值。 本研究受已有相關(guān)研究的啟發(fā),在相關(guān)理論的指導(dǎo)下,運(yùn)用量化研究和質(zhì)性研究相結(jié)合的方法,對(duì)桂林市8所高校的143名英語(yǔ)教師的專(zhuān)業(yè)認(rèn)同現(xiàn)狀進(jìn)行調(diào)查,旨在了解情況,發(fā)現(xiàn)問(wèn)題,并在這個(gè)基礎(chǔ)上分析問(wèn)題原因,討論應(yīng)對(duì)問(wèn)題策略。 研究結(jié)果分別采用傳統(tǒng)的與先進(jìn)的統(tǒng)計(jì)方法進(jìn)行分析統(tǒng)計(jì)。得出結(jié)論如下：(1)高校英語(yǔ)教師專(zhuān)業(yè)認(rèn)同整體水平較高。在五個(gè)維度中教師的專(zhuān)業(yè)知能,專(zhuān)業(yè)情感和專(zhuān)業(yè)行為處于高水平的認(rèn)同,其中教師在專(zhuān)業(yè)行為上的認(rèn)同度最高。(2)教師的專(zhuān)業(yè)品質(zhì)和專(zhuān)業(yè)發(fā)展認(rèn)同度處于中等水平,而在專(zhuān)業(yè)品質(zhì)上的認(rèn)同度最低。(3)問(wèn)卷調(diào)查和訪談結(jié)果還顯示,個(gè)人因素、專(zhuān)業(yè)因素和社會(huì)及組織因素都不同程度影響教師專(zhuān)業(yè)認(rèn)同發(fā)展,而教師個(gè)人因素的影響力為最。 基于研究發(fā)現(xiàn),本文從教師個(gè)體、學(xué)校和社會(huì)三個(gè)方面提出了促進(jìn)教師專(zhuān)業(yè)認(rèn)同發(fā)展的建議,包括激發(fā)教師的主體意識(shí),培養(yǎng)教師的專(zhuān)業(yè)情感,述說(shuō)自己成為教師的歷程故事,從而為有效的教育教學(xué)的踐行奠定內(nèi)在的基礎(chǔ)。學(xué)校應(yīng)該首先組織教師學(xué)習(xí)社團(tuán),對(duì)教師的職稱評(píng)定問(wèn)題給予更多的考慮,其次對(duì)教師的積極性要進(jìn)行大力的調(diào)動(dòng)與鼓勵(lì)。社會(huì)政府部門(mén)應(yīng)進(jìn)一步提升教師的社會(huì)地位以及聲譽(yù),改善工作條件,藉此從外部環(huán)境與條件方面為教師專(zhuān)業(yè)認(rèn)同的發(fā)展提供一定的支持。
【關(guān)鍵詞】：高校英語(yǔ)教師 專(zhuān)業(yè)認(rèn)同 影響因素 應(yīng)對(duì)建議
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G645.1;H319.3
【目錄】：

• 摘要3-5
• Abstract5-10
• List of Figures10-11
• List of Tables11-12
• Chapter 1 Introduction12-17
• 1.1 Background of the Study12-14
• 1.2 Purpose and Significance of the Study14-16
• 1.3 Framework of the Thesis16-17
• Chapter 2 Literature Review17-31
• 2.1 Related Concepts of Identity17-18
• 2.1.1 Identity17-18
• 2.1.2 Professional Identity18
• 2.2 Teachers' Professional Identity18-22
• 2.2.1 Defintion of Teachers' Professional Identity19-20
• 2.2.2 Structure and Content of Teachers' Professional Identity20-21
• 2.2.3 Characteristics of Teachers' Professional Identity21-22
• 2.3 Related Studies on Teachers' Professional Identity22-28
• 2.3.1 Studies on Teachers' Professional Identity Abroad22-26
• 2.3.2 Studies on Teachers' Professional Identity at Home26-28
• 2.4 Theoretical Basis for the Present Study28-31
• 2.4.1 Self-identity Theory28-29
• 2.4.2 Social Identity Theory29
• 2.4.3 Role Theory29-31
• Chapter 3 Research Design31-37
• 3.1 Research Questions31
• 3.2 Subjects31-33
• 3.3 Research Instruments33-35
• 3.3.1 Questionnaire33-35
• 3.3.2 Interview35
• 3.4 Data Collection and Analysis35-37
• Chapter 4 Analysis of Data and Major Findings37-59
• 4.1 General Description of the Teachers' Professional Identity37-38
• 4.2 Analysis of the Current Situation of College English Teachers' Professional Identity38-51
• 4.2.1 Gender and Teachers' Professional Identity38-40
• 4.2.2 Age and Teachers' Professional Identity40-42
• 4.2.3 Year of Teaching and Teachers' Professional Identity42-44
• 4.2.4 Academic Degree and Teachers' Professional Identity44-46
• 4.2.5 Professional Title and Teachers' Professional Identity46-47
• 4.2.6 Monthly Income and Teachers' Professional Identity47-49
• 4.2.7 School Type and Teachers' Professional Identity49-51
• 4.3 Relationship between Affecting Factors and Teachers' Professional Identity51-58
• 4.3.1 General Description of Correlations between Affecting Factors and Teachers' Professional Identity52-53
• 4.3.2 Affecting Factors of Personal Level53-54
• 4.3.3 Affecting Factors of Professional Level54-55
• 4.3.4 Affecting Factors of Social and Organizational Level55-58
• 4.4 Major Findings58-59
• Chapter 5 Related Discussions and Strategies59-71
• 5.1 Discussions on the Current Situation of College English Teachers' Professional Identity59-60
• 5.2 Discussions on Affecting Factors of the Formation and Development of College English Teachers' Identity60-63
• 5.2.1 Imagination before Entering the Profession61-62
• 5.2.2 Journey for Searching to be a Professional Teacher62
• 5.2.3 Expectation for Future Development62-63
• 5.3 Strategies for Promoting Teachers' Professional Identity63-71
• 5.3.1 The Internal Strategies64-67
• 5.3.1.1 Inspiring Teachers' Subjective Consciousness64-65
• 5.3.1.2 Cultivating English Teachers' Professional Emotion65-67
• 5.3.1.3 Telling the Life History about Being an English Teacher67
• 5.3.2 The External Strategies67-71
• 5.3.2.1 Strategies for School68-69
• 5.3.2.2 Strategies for the Society69-71
• Chapter 6 Conclusion71-74
• 6.1 Summary of the Research71-72
• 6.2 Suggestions for Future Study72-74
• Appendices74-78
• Bibliography78-83
• Acknowledgments83-84

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