非正式指导三位高校英语教师研究的启示  

Insights From Informal Research Mentoring of Three University EFL Teachers

作　　者：闫春梅 龚悟明 邹春燕 黎俊 Chunmei YAN;Wuming GONG;Chunyan ZOU;Jun LI(Central China Normal University;Wuhan Qingchuan University;Hubei University of Science and Technology)

机构地区：[1]华中师范大学外国语学院英语系 [2]武汉晴川学院外国语学院翻译系 [3]湖北科技学院外国语学院商务英语系

出　　处：《Chinese Journal of Applied Linguistics》2023年第3期367-385,485,共20页中国应用语言学（英文）

基　　金：国家社会科学基金项目“外语教师教育者职业身份形成的轨迹研究[17BYY094]”的阶段性成果。

摘　　要：研究和实践的融合一直是高等教育的理想,然而,研究指导在研究领域关注不够,无论是在正式还是非正式形式中的研究都较少。本研究探究一位英语教师教育者对三位教学型英语教师进行的为期一年的非正式研究指导。研究发现非正式的研究指导对参与教师产生了三个积极的影响:激发了她们的研究兴趣;提高了她们的自律意识和抗压能力;点燃了她们在工作中创造合作氛围的热情。同时,研究结果也表明非正式研究指导的效果以及可持续性发展受到个人和环境因素的影响。本研究对如何优化高校教师研究指导有一定的启示。Research-practice nexus has been an ideal for higher education.However,research mentoring has been underexplored in both formal and informal formats.This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities.It found that the informal research mentoring generated three positive effects.It fueled the mentees’research interest,raised their awareness of self-discipline and stress-coping strategies,and kindled their enthusiasm for constructing a collegial environment in their working contexts.Meanwhile,limitations also emerged associated with the mentees’limited research engagement and productivity owing to personal and contextual factors as well as the problems with the informal mentoring relationships.Implications of the study are drawn to improve faculty research mentoring processes and outcomes.

关 键 词：行动研究 英语教师教育者 非正式研究指导 可持续性 

分 类 号：H319[语言文字—英语]