实践导向主题(POT)如何调和语言教师信念、实践和身份的统一性?一项叙事研究  

How Do Praxis-Oriented Themes Inform the Unity of Language Teachers’Beliefs,Practices,and Identities?A Narrative Inquiry

作　　者：高洋 王晓晨 孟亚茹[1] Yang GAO;Xiaochen WANG;Yaru MENG(Xi’an Jiaotong University)

机构地区：[1]西安交通大学

出　　处：《Chinese Journal of Applied Linguistics》2024年第1期83-100,159,共19页中国应用语言学（英文）

基　　金：国家社科基金西部项目“高校外语教师课程思政的信念与实践关系研究”(项目编号:23XYY005)的阶段性成果;西安交通大学2023年度本科教学改革研究青年项目“基于叙事教学法的跨文化交流课程设计、应用与评估”(项目编号:2302Q-10)的阶段性成果。

摘　　要：根据维果茨基的观点,praxis代表着理论与实践的统一。这一社会文化理论的概念为语言教师教育提供了重要的研究启示,但目前只有少数学者探讨了其含义(Johnson et al., 2020, 2022)。为了填补这一空白,我们旨在探索实践导向主题(praxis-oriented themes)如何影响TESOL和语言学项目中的导师-学员二人组的专业信念与实践的发展。此外,我们还研究了师生信念和实践的发展如何反过来影响师生关系,并进一步促进师生二人组的身份发展。本文选取叙事研究法,收集两对师生的相关语言学习和教学经历以及伴随这些经历产生的情感变化的叙事片段。研究发现:师生关系的变化主要分为三个阶段:提升知识、传承导师、建立自我。在这三个不同阶段,受访者的身份认同从学生变为新手科研者,再转变为中国文化的传承学者。本研究阐明praxis理论框架可以促进教师培训项目的发展,为语言教师和教师教育者提供了一定的见解。Praxis,according to the Vygotskian thoughts and tenets,entails the unity of and dialectical relationship between theory and practice.As a vital concept grounded in sociocultural theory,praxis has received increasing attention among language teacher education scholars,typically over recent years(e.g.,Johnson et al.,2020,2022).Yet,there remains scant research through the lens,thus requiring extended efforts from researchers.To join the existing literature and bridge the gap,we explored how praxisoriented themes may inform the development of professional beliefs and practices between mentor-mentee duos through TESOL-related programs.In addition,we investigated how the development of beliefs and practices may,in turn,inform the mentorships and contribute to the identity development of these duos.We adopted the narrative inquiry method and captured the participants’experiences and emotional episodes over their mentoring journeys.We reported a common developmental path along the two duos’mentoring journeys,while they differed in a few places.These journeys were found to unfold through a 3E pattern with three distinct stages,each contributing to the evolution of their beliefs and practices.These stages were identified as enhancing learning,embodying the mentor,and embracing heritage and identity.Accordingly,three different types of identities,including learner and apprentice,mentee and novice researcher,and language teacher and Chinese culture embodiment,were identified in the stages.Our study provides valuable insights for language teachers and teacher educators by shedding light on praxis-oriented themes that can enhance teacher professional development programs.

关 键 词：实践导向主题 叙事研究 外语教师 信念 实践 身份 

分 类 号：H319[语言文字—英语]