中学多语种教师身份认同构建、转变与职业发展——以法语熟手型教师为例  

Multilingual teachers'identity construction,transformation and professional development in secondary education:A case study of experienced French teachers

作　　者：毕笑[1] 刘晔婷 BI Xiao;LIU Yeting

机构地区：[1]华东师范大学外语学院,上海市200241 [2]澳门城市大学,中国澳门

出　　处：《外语教学理论与实践》2025年第1期15-25,共11页Foreign Language Learning Theory And Practice

基　　金：上海市-上海外国语大学关键语种人才早期培养项目资助。

摘　　要：了解我国中学非英语语种教师的身份认同对于多语种人才早期培养非常关键。本文采用质性案例研究方法,探讨6位中学法语教师在职业发展过程中的身份认同构建和转变。研究发现,法语师范教育的缺失导致了师范化路径多样化。中学法语学科地位解释了法语教师身份的多元重叠和职业发展困境。教师自身的能动性决定了不同程度的身份认同危机是否化解。本文为多语种教师发展研究提供了有针对性的视角和研究方法,也为法语师范教育提供借鉴。Understanding the identity of non-English language teachers in Chinese secondary schools is crucial for the early cultivation of multilingual talents.This paper adopts a qualitative case study method to explore the construction and transformation of identity among six secondary school French teachers during their professional development.The study finds that the absence of French teacher training has led to a diversification of pathways into the profession.The status of French as a secondary school subject explains the co-existing identities and professional development challenges faced by French teachers.The teachers'agency determines the extent to which their identity crises can be resolved.This paper provides targeted perspectives and research methods for the study of multilingual teacher development and offers insights for French teacher training.

关 键 词：多语种教师 身份认同 师范化 教师发展 

分 类 号：G63[文化科学—教育学]