研究型英语教师发展模式差异的案例研究  

A Case Study on Different Development Patterns of English Teacher Researchers

作　　者：古海波[1] 裴语昕 GU Haibo;PEI Yuxin

机构地区：[1]苏州大学外国语学院,215006

出　　处：《基础外语教育》2021年第1期46-53,110,共9页Basic Foreign Language Education

基　　金：第九批中国外语教育基金(ZGWYJYJJ2018B46);苏州大学2019年教改课题“综合性大学英语教师教育金课的研究型教学模式研究”和“综合性大学开展师范教育的体制机制探索研究”的阶段性研究成果。

摘　　要：本研究采用案例研究的方法,基于社会文化理论,探究东部某省两位研究型英语教师发展模式的差异,以揭示教师发展的特征。本研究发现,研究型英语教师专业发展途径包括专业发展意识驱动、重要他人影响、持续参与教研活动、学术写作和反思性实践,体现出两类不同的专业发展模式,即个人主动发展型和环境推动发展型。据此,本研究建议一线教师应结合实际,发挥自身能动性,与环境进行良性互动,促进自身的专业发展。Based on the sociocultural theory,this case study aims to find the distinct professional development characteristics of two English teacher researchers in a province in eastern China by exploring their different development patterns.It has found that their development strategies consist of professional development awareness,significant others’influence,continuous participation in teaching and researching activities,academic writing and reflective practice,which reflect two different patterns of professional development,that is,personal initiative development pattern and environment-driving development pattern.Accordingly,this case study suggests that teachers are supposed to take the individual initiative in their own context and have positive interaction with the environment for their own professional development.

关 键 词：研究型教师 英语教师 教师发展 

分 类 号：G623.31[文化科学—教育学]