近二十年來,教師職業(yè)發(fā)展受到愈來愈多關(guān)注,相關(guān)研究在教師教育領(lǐng)域不斷深入發(fā)展,在理論構(gòu)建和具體實(shí)踐等方面均提供了珍貴的借鑒依據(jù)。教師職業(yè)發(fā)展依賴客觀環(huán)境和主觀情感,不同的社會文化經(jīng)濟(jì)背景、學(xué)科背景、教學(xué)層次和發(fā)展階段都對教師職業(yè)發(fā)展的塑造和存續(xù)產(chǎn)生影響。因此,細(xì)化研究環(huán)境和研究對象有利于更具針對性地解釋教師職業(yè)發(fā)展,提出應(yīng)對之策。在國內(nèi),以往研究對高校英語專業(yè)教師的職業(yè)發(fā)展關(guān)注較少,且研究者多采用大規(guī)模問卷調(diào)查研究方法,側(cè)重描述該教師群體的靜態(tài)職業(yè)發(fā)展情況,而難以顧及教師職業(yè)發(fā)展的動態(tài)解釋。基于教學(xué)層次和學(xué)科背景,本研究選取高校英語專業(yè)教師作為研究對象,采用量化和質(zhì)性結(jié)合的方式,以42名英語專業(yè)教師為問卷調(diào)查對象,3名處于不同職業(yè)發(fā)展階段的英語專業(yè)教師（新手教師,熟手教師,專家教師）為深度訪談對象,借助“教師發(fā)展成因關(guān)聯(lián)模型”和“教師發(fā)展成因整合框架”,探討了新時代背景下該教師群體的職業(yè)發(fā)展特點(diǎn)和影響因素,以及在不同職業(yè)發(fā)展階段的具體實(shí)踐。問卷分析和深度訪談結(jié)果表明:第一,國內(nèi)高校英語專業(yè)教師的職業(yè)發(fā)展可能存在資源與需求不平衡,教學(xué)與科研矛盾不易調(diào)解,路徑單一的特點(diǎn)。第二,重要事件和人... 

【文章來源】：山東大學(xué)山東省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：106 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Nature of Teacher Professional Development
        2.1.1 Teacher Professional Growth
        2.1.2 Teacher Professional Learning
        2.1.3 A Working Definition of Teacher Professional Development
    2.2 Stage Models of Teacher Professional Development
        2.2.1 Professional Development Stage Model for the Present Study
    2.3 Resources and Constraints of Teacher Professional Development
    2.4 Approaches for Teacher Professional Development
    2.5 Research Gaps
    2.6 Theoretical Underpinnings for the Present Study
Chapter Three Methodology
    3.1 Research Design
    3.2 Research Context
    3.3 Research Questions
    3.4 Participants
    3.5 Research Instruments
        3.5.1 The Questionnaire
        3.5.2 Semi-structured Interview
    3.6 Pilot Study
    3.7 Data Collection
    3.8 Data Analysis
Chapter Four Results and Discussion
    4.1 Characteristics of Teacher Professional Development
        4.1.1 Working Conditions
        4.1.2 Professional Identity
    4.2 Resources and Constraints of Teacher Professional Development
        4.2.1 Resources of Teacher Professional Development
        4.2.2 Constraints of Teacher Professional Development
    4.3 Different Practices across Teacher Professional Development Stages
        4.3.1 The Novice Teacher
        4.3.2 The Proficient Teacher
        4.3.3 The Expert Teacher
Chapter Five Conclusions
    5.1 Summary of Major Findings
        5.1.1 Characteristics of Teacher Professional Development
        5.1.2 Resources and Constraints of Teacher Professional Development
        5.1.3 Different Practices across Teacher Professional Development Stages
    5.2 Implications of the Study
    5.3 Limitations and Suggestions for Future Study
References
Appendices
Appendix A 關(guān)于中國高校英語專業(yè)教師職業(yè)發(fā)展特點(diǎn)的調(diào)查問卷
Appendix B 訪談提綱
Acknowledgements
學(xué)位論文評閱及答辯情況表


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期刊論文
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博士論文
[1]以自身為資源的外語教師專業(yè)發(fā)展研究[D]. 蒙詩茜.上海外國語大學(xué) 2014



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