中小学新入职英语教师信念历时性调查研究  

A Longitudinal Investigationof Novice English Teachers’Beliefin Primary and Secondary Schools

作　　者：解冰[1] 郭婷嘉 XIE Bing;GUO Tingjia

机构地区：[1]东北师范大学外国语学院 [2]大连格致中学

出　　处：《吉林省教育学院学报》2022年第8期167-174,共8页Journal of Jilin Provincial Institute of Education

基　　金：吉林省教育科学“十三五”一般规划课题“中学英语新入职教师信念发展规律研究”(GH180016)。

摘　　要：本文以调查问卷和半结构式访谈为工具,采用历时的动态视角追踪了93名英语专业公费师范生从职前到新手教师阶段的信念发展变化情况。研究发现入职两年后英语教师信念在语言观、教学观、学习观、师生角色观和教学专业观等维度都没有出现具有统计学意义的显著性变化,表现出较高的稳定性。职前阶段的教师教育课程体系对塑造和稳定教师信念起到了重要作用。This study tracked the belief change of 93 English teachersfrom thepre-service stage to the novice stage with questionnaires and interviews.It is found that two years’working experience made no significant changetotheir belief in English as a foreign language,English teaching,English learning,roles of teachers and students,and professional development.The results proved the stability of teacher belief as a system.Teacher preparation courses at college could account for the formation and stability of English teachers’beliefs.

关 键 词：英语教师信念 信念变化 新手教师 职前教师 教师专业发展 

分 类 号：G451[文化科学—教育学]