英语师范生在教育精准帮扶活动中的教师身份认同构建研究  

Pre-Service English Teachers' Identity Construction In Educational Support Activities

作　　者：许悦婷 谷红丽 刘晓斌[1] 庄千红 黄苑琳 陈一莹 XU Yueting;GU Hongli;LIU Xiaobin

机构地区：[1]华南师范大学

出　　处：《中国外语》2023年第3期87-96,共10页Foreign Languages in China

基　　金：2020年度广东省高等教育教学改革项目“基于‘课程思政’与‘教育扶贫’的英语师范专业卓越人才培养模式创新与实践”的部分成果;广东省宋庆龄基金会远方博爱基金资助。

摘　　要：师范生作为职前教师,其教师身份认同构建对未来专业发展有重要影响。本研究通过开放性问卷,探究参与教育精准帮扶的142名英语师范生的教师身份认同发展轨迹及其影响因素。结果显示,英语师范生的教师身份认同呈现四种发展轨迹:上升型、平稳型、波动型与下降型。影响发展轨迹的因素既有来自教师身份认同的历时发展特点,如师范生前期对活动的想象与计划,中期对活动的行为投入、认知投入与情感投入以及后期教师身份子认同的发展,也有来自受帮扶学生的积极参与和情感投入等外在因素。本研究对职前教师身份认同研究及教育实践中的职前教师培养均有一定启示。As pre-service teachers,English student teachers' professional identity construction is crucial to their future professional development.This qualitative study is to probe into 142 preservice English teachers' professional identity trajectories and their influential factors based on open-ended surveys conducted pre-,during,and after the educational support activities.Findings show that these pre-service teachers' identity trajectories converge on four types:upward,stable,fluctuating,and downward.Internal factors influencing identity trajectories include pre-service teachers' imagination and planning of the activities,their behavioral,cognitive and emotional engagement in the activities,and the development of their sub-identities,while external factors include students' active participation and their emotional engagement in the activities.This study has implications for both pre-service teacher identity development and teacher training in educational practicum.

关 键 词：英语师范生 教育帮扶 教师身份认同构建 影响因素 

分 类 号：H319[语言文字—英语]