优秀大学英语教师专业发展观念的叙事探究  

A Narrative Inquiry into Two Outstanding College English Teachers' Ideas on Professional Development

作　　者：吴鹏[1,2] 徐慧霞[1] 季丽珺[1] 

机构地区：[1]江苏大学外国语学院 [2]浙江大学当代中国话语研究中心

出　　处：《教育学术月刊》2010年第6期33-37,共5页Education Research Monthly

基　　金：江苏省教育科学"十一五"规划课题青年项目(C-D/2009/01/009);教育部"大学英语课程改革示范点"研究项目(高教函2006:78)的阶段性成果之一

摘　　要：文章运用叙事探究的理念与方法,对江苏省某重点高校两位优秀大学英语教师的专业发展观念进行了描述、诠释与反思,揭示了她们对于专业发展内涵、动力、途径和制约因素的理解。研究发现,教师专业发展观念的形成与变化受到教育背景、生活环境、从业经历、个人兴趣等主客观因素的影响;自主发展意识与专业追求是教师发展的内在动力,持之以恒的反思、定期的脱产进修和任务驱动式的专业协作是教师发展的主要途径。This paper,enlightened by the theories and methodology of narrative inquiry,narrates,interprets,and reflects the developing ideas of two outstanding College English teachers from a key university in Jiangsu province,demonstrating their understandings on the connotation,motivations,means and restrictive factors of professional development.Research results show that the formation and change of teacher＇s developing ideas are greatly influenced by such subjective and objective factors as education background,living environment,professional experience,and personal interest;self-development awareness and profession pursuit are the internal motive forces of teacher＇s development,while constant reflection,regular refresher and task-based cooperation are the major pathway to professional development.

关 键 词：大学英语教师 专业发展 自主发展 叙事探究 质的研究 

分 类 号：G645[文化科学—高等教育学]