我国外语教师身份认同量表的编制与检验  

Formulation and Validation of a Teacher Identity Inventory for EFL Teachers

作　　者：寻阳[1] 孙丽[1] 彭芳[1] 

机构地区：[1]曲阜师范大学外国语学院,山东曲阜273165

出　　处：《山东外语教学》2014年第5期61-67,共7页Shandong Foreign Language Teaching

基　　金：全国教育科学规划教育部重点课题"教育生态学视域下的英语学科教育硕士培养模式研究"(项目编号:GPA105023);山东省社会科学规划项目"‘综合英语’课堂生态教学模式的构建及应用研究"(项目编号:11CWZJ53);山东省教育科学规划课题"中学英语教师职业认同与专业发展研究"(项目编号:2010GG011)的阶段性成果

摘　　要：本研究旨在编制我国外语教师身份认同量表以促进外语教师的专业发展。基于文献综述并结合我国外语教学的实际,形成了外语教师身份认同理论结构模型,经探索性和验证性因子分析,修正并检验了具有良好信度(Cronbachα=.920)和效度(KMO=.828)的外语教师身份认同量表。量表由职业身份认同、专业身份认同、个人身份认同和处境身份认同四维度和职业价值观、职业归属感、英语教学信念、英语语言水平、工作投入、职业行为倾向、组织支持感和外语教学改革八因子构成。The study is intended to formulate the Teacher Identity Inventory for EFL Teachers, so as to promote EFL teachers＇ professional development in China. Based on a literature review and the situation of English teaching in China, the model is formulated and tested through exploratory and confirmatory analysis. The results suggest that the inventory is foumulated with fine reliability（ Cronbach a =. 920）and validity（ KMO =. 828 ）. The structure of English teacher identity is modified into four dimensions and eight factors. Four dimensions include career identity, major identity, personal identity and situated identity, and eight factors are professional values, the sense of be- longing, English teaching beliefs, language proficiency, job engagement, professional behavior inclination, per- ceived organizational support and English teaching reform.

关 键 词：外语教师身份认同 身份认同结构 因子分析 

分 类 号：H319[语言文字—英语]