大学英语教师学术发展中的信念与实践探究:基于教师访谈的质性分析  

Exploring Chinese college English teachers’beliefs and practices in academic development:A qualitative analysis based on interviews with teachers

作　　者：满静[1] 战菊[1] MAN Jing;ZHAN Ju

机构地区：[1]吉林大学

出　　处：《外语教育研究前沿》2024年第3期60-67,95,96,共10页Foreign Language Education in China

基　　金：2021年国家社科基金年度项目一般项目“‘跨文化修辞’视角下的中国研究生英语学术语篇特征历时研究”(项目编号:21BYY188)的研究成果。

摘　　要：本研究采用半结构式访谈,以教师学术信念和实践为核心,探究七位大学英语教师的学术发展,即他们的教学和科研发展。教师学术信念是教师的学术观点和看法,会影响其学术实践。研究发现,教师学术信念从缺失和懵懂发展到信念建构,再到信念确立。关键事件/人物在弥补信念缺失和破解学术实践中的困境时至关重要,它们可以是内驱力,但更多是外推力,二者合力帮助教师增强学术信念。信念赋予一些教师毅力和使命感,为他人提供具有传递性的关键事件,以实现学术传承。信念与实践互相影响,实践中的积极反馈和消极反馈并存,对教师学术发展起调节作用,使发展过程呈现非线性、螺旋式上升趋势。教师学术发展的主要途径是教学和科研相融合。This study investigates the beliefs and practices of seven Chinese college English teachers via semi-structured interviews to explore their academic development.Teachers’academic beliefs are their views of and outlooks on academics,which impact their academic practices.The findings reveal the evolution of these college English teachers’academic beliefs,ranging from the absence of beliefs to the construction and establishment of robust academic beliefs.Critical episodes/figures have played an important role in establishing their academic beliefs and helping them break through their academic dilemma.These episodes or figures could be the internal drive but are often the external impetus that helps those teachers strengthen their academic beliefs.Those who have established their academic beliefs demonstrate perseverance with a sense of mission and are able to lead academic development of others by providing transitive critical episodes,and academic inheritance is thereby realized.Beliefs and practices impact each other.With both positive and negative feedback regulating teachers’academic development,the trajectory of academic development is nonlinear and follows a spiral upward progression.The essential way to achieve academic development lies in the integration of research and teaching.

关 键 词：大学英语教师 教师发展 信念 实践 关键事件/人物 

分 类 号：H319[语言文字—英语]