第二语言教育的教师自主性研究  

作　　者：黄景[1] Phil Benson 

机构地区：[1]香港大学 [2]香港教育学院

出　　处：《外语与外语教学》2007年第12期33-37,共5页Foreign Languages and Their Teaching

摘　　要：广域教师教育研究倾向于把教师自主性等同于教师的专业自由。第二语言／外语教育虽然把教师的专业自由视为教师自主性的一个组成部分，但不是最重要的组成部分。本文首先筒述近20几年第二语言教育的学习者自主性和教师自主性研究，从中勾画出教师自主性概念的主要发展脉络。接着讨论第二语言教育教师自主性概念发展的三个主要阶段并着重分析教师作用、教师专业化和教师专业自由等三个问题。最后探讨第二语言教育教师自主性研究对开展教师教育实践和研究的启示。While the teacher education literature tend to equate teacher autonomy with professional freedom, the second/foreign language education literature views professional freedom as one but by no means the most important element in a conception of teacher autonomy. Reviewing the development of the idea of teacher autonomy in second language education, we begin by outlining its origins in the literature on learner autonomy, We then discuss three major phases in the evolution of the idea of teacher autonomy in second language education, involving concerns with： （1） teacher roles, （2） teacher professionalism, and（3）professional freedom. In conclusion, we discuss the implications of different conceptions of teacher autonomy for teacher education practice and research.

关 键 词：教师自主性 学习者自主性 教师教育 第二语言/外语教育 

分 类 号：H319[语言文字—英语]