中学英语教师培训者身份认同研究  

Study on Identity Changes of High School English Trainers of Teachers

作　　者：王勤梅[1] 茆莹莹 

机构地区：[1]合肥师范学院大学英语教学部,合肥230601

出　　处：《湖北第二师范学院学报》2014年第7期83-86,共4页Journal of Hubei University of Education

基　　金：2012中国教育学会外语专业委员会专项资助委托课题(NAFLE0212005);2013校级科研项目(2013jcjy06)

摘　　要：以参加2012年"中英中学英语教师培训者发展项目"中的22名参训教师为研究对象,收集了研究对象在培训期间的课堂观察、反思日志和部分教师的访谈录音,探讨了该群教师培训者的身份认同变化。研究主要发现:(1)受访教师培训者存在分裂性、削减性、附加性、生产性和自信心变化现象,但不存在零变化现象。(2)分裂性、削减性、附加性、生产性变化现象是在不同时期表现出来的;自信心随着专业知识的增加和实践经验的丰富表现得更明显。Based on ＂the Sino-British High School Trainers of Teachers （ToTs） explores the identity changes of 22 ToTs of this program with qualitative method. Program in 2012＂, the Multiple sources of data including classroom observation, their reflective journals of different periods and some of their interviews. lead to the following findings： Firstly, the participating ToTs experienced split, subtractive, addictive, confidence changes. Secondly, the split, subtractive, addictive and productive changes exist in different program while their confidence change is enhanced with the increase of their professional knowledge and of their practical experience.

关 键 词：英语教师培训者 身份认同变化 中学 

分 类 号：G650[文化科学—教育学]