职前英语教师教育实习期身份建构叙事探究  

A narrative study on pre-service English teacher identity construction during teaching practicum

作　　者：李霞[1] 徐锦芬[2] LI Xia;XU Jinfen

机构地区：[1]江苏大学外国语学院 [2]华中科技大学外国语学院

出　　处：《外语教学理论与实践》2022年第3期64-73,共10页Foreign Language Learning Theory And Practice

基　　金：国家留学基金;江苏省社科应用研究精品工程外语类课题(20SWB-29)“社会文化视角下中小学英语教师教学学术能力提升研究”;江苏大学高等教育教改研究课题“高校英语教师线上线下混合式教学能力发展研究”(2021JGYB081)的资助。

摘　　要：本文采用叙事探究方法,以一名职前英语教师为研究对象,探索其实习期身份建构及其影响因素。研究表明,该教师在实习期建构了批改工具、良师益友、学习者、多面手及教师预备兵等多重身份。影响其身份发展的个人因素主要包括个人过往学习经历、反思能力和情感,社会因素主要为重要他者和学校文化。本研究对推动职前教师积极身份建构和职前教师教育具有重要意义。From a narrative inquiry perspective,this paper explores a pre-service English teacher’various identities and the factors influencing her identity changes during the teaching practicum.The findings show that she constructs multiple identities such as a grading tool,good teacher and helpful friend,learner,all-rounder and prospective teacher.Personal factors affecting her identity development mainly include her past learning experience,her reflection and emotion and social factors mainly include significant others and school culture.The findings provide significant implications for pre-service teachers’positive identities construction and pre-service teacher education.

关 键 词：职前英语教师 教育实习 教师身份 叙事探究 

分 类 号：H319.3[语言文字—英语]