本文選題：小學英語實習教師 + 專業(yè)身份�。� 參考：《寧波大學》2015年碩士論文

【摘要】：教師專業(yè)身份是對“我是誰?”“我想要成為一名怎樣的教師?”“在課堂上,我要和學生做什么?”等問題的思考。實習教師對其專業(yè)身份的認知直接影響他們今后的教育教學工作,當前越來越多的西方學者呼吁教師專業(yè)身份應該作為教師教育的目標。已有的國內外研究主要集中探討實習教師專業(yè)身份認同現(xiàn)狀,但對身份認同背后實習教師思維或者掙扎的過程并沒有很多實證研究。本研究從職業(yè)定位、教學定位、自我效能和任教承諾四個維度來呈現(xiàn)英語實習教師實習前和實習后身份認知的過程,并且基于Engestr?m的第三代活動系統(tǒng)模型探討哪些因素影響英語實習教師專業(yè)身份認知。具體來說,本研究主要探討以下兩個問題:1.小學英語實習教師在實習前和實習后身份認知有何變化?具體研究職業(yè)定位、教學定位、自我效能和任教承諾四個方面的認知變化。2.哪些因素影響小學英語實習教師的身份認知?研究嘗試將“量的研究”和“質的研究”方法結合,通過選取的德國學者Carl Lamote和Nadine Engels編制的英語實習教師身份認知問卷對40名師范生進行了實習前和實習后的問卷調查。質的研究則通過選取三位就業(yè)傾向不同的師范生進行個案研究,主要對他們進行課堂觀察和訪談。研究發(fā)現(xiàn):1.英語實習教師專業(yè)身份認知水平較高且相對穩(wěn)定。2.英語實習教師專業(yè)身份認知在實習前和實習后存在差異,自我效能個體差異最為明顯。3.英語實習教師的從教動機直接影響教師專業(yè)身份認知的結果。4.英語實習教師的語言水平是影響實習教師自我效能的主要因素。5.小學英語實習教師專業(yè)身份認知存在危機,具體表現(xiàn)在教育理念、教師角色和師生關系三個方面。
[Abstract]:The teacher's professional identity is "who am I?" "what kind of teacher do I want to be?" "what do I do with my students in class?" And so on. The cognition of intern teachers' professional identity has a direct impact on their education and teaching in the future. At present, more and more western scholars call for teachers' professional identity as the goal of teacher education. The existing researches at home and abroad mainly focus on the status quo of the professional identity of intern teachers, but there are not many empirical studies on the process of thinking or struggling behind the identity. The present study presents the process of identity cognition of English intern teachers before and after practice from four dimensions: career orientation, teaching orientation, self-efficacy and teaching commitment. Furthermore, the third generation activity system model based on Engestr?m is used to explore the factors that affect the professional identity of English intern teachers. Specifically, this study mainly discusses the following two questions: 1. What is the change of the pre-practice and post-internship identity cognition of the primary English trainee teachers? To study the cognitive changes of career orientation, teaching orientation, self-efficacy and teaching commitment. 2. What factors affect the identity cognition of English intern teachers in primary schools? The study attempts to combine "quantitative research" with "qualitative research". A questionnaire on the identity cognition of English intern teachers, compiled by German scholars Carl Lamote and Nadine Engels, was conducted among 40 normal school students before and after practice. The qualitative study selected three normal college students with different employment intention to carry out case study, and mainly conducted classroom observation and interviews. The study found that 1: 1. English intern teachers' professional identity cognition level is relatively high and relatively stable. 2. There are differences in professional identity cognition of English intern teachers before and after practice, and the individual difference of self efficacy is the most obvious. 3. The teaching motivation of English intern teachers directly affects the result of teachers' professional identity cognition. The language proficiency of English intern teachers is the main factor affecting their self-efficacy. There is a crisis in the professional identity cognition of English intern teachers in primary schools, which is manifested in three aspects: educational concept, teacher's role and teacher-student relationship.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31

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