高校英语教师专业发展环境调查  

A Study of the Context of University EFL Teachers' Professional Development through Narrative Frames

作　　者：顾佩娅[1] 古海波[1] 陶伟[1] 

机构地区：[1]苏州大学外国语学院,江苏苏州215006

出　　处：《解放军外国语学院学报》2014年第4期51-58,83,共9页Journal of PLA University of Foreign Languages

基　　金：国家社会科学基金项目"中国英语教师专业发展环境研究"(11BYY042)

摘　　要：认识环境是理解和促进中国外语教师专业发展的关键。通过对全国10所不同类别高校346名英语教师进行的叙事问卷调查,探究教师对专业发展环境的体验及其意义。结果显示:1)教师与学生和同事关系亲和,但与行政人员存在距离和矛盾;2)多数教师认同教学改革并参与科研实践,但其能动性受制于"重科研、轻教学"的评价体系;3)多数教师将发展困难归咎于教育体制、传统文化、家庭责任、功利化导向等社会文化环境因素。教师期望改善学校人文环境,提高生活待遇,为教师创造更多交流和发展机会。Recognizing the nature of context is crucial to understanding and promoting EFL teacher development in China.Drawing upon data from narrative frames among 346 EFL teachers in ten universities,this study explores the teachers' perceptions of the context and has the following findings: 1) while most teachers reported an intimate relationship with their students and colleagues,many mentioned the power distance and conflicts with the administrative staff; 2)most teachers recognized the value of educational reforms and participated in research, but their agency was constrained by the evaluation system that regards research superior to teaching; 3) most teachers attributed constraining factors to socio-cultural contexts including the educational system, traditional culture, family responsibility,and an utilitarian orientation in the society. All teachers look forward to a more humanistic university environment,improvement in living conditions, and more opportunities for professional communication and development.

关 键 词：环境 教师专业发展 叙事问卷 

分 类 号：H319.1[语言文字—英语]