本文選題：教師職業(yè)認(rèn)同 + 小學(xué)英語教師�。� 參考：《北京外國語大學(xué)》2015年碩士論文

【摘要】：外語教師的職業(yè)認(rèn)同是外語教師教育及發(fā)展的重要組成部分,同時(shí)也是我們研究外語教師教學(xué)實(shí)踐的絕佳視角之一。然而現(xiàn)有的研究卻大多忽視了小學(xué)英語教師的職業(yè)認(rèn)同經(jīng)歷和體驗(yàn)。本研究旨在探索北京市小學(xué)英語教師的職業(yè)認(rèn)同,以期回答如下問題：小學(xué)英語教師的職業(yè)認(rèn)同是如何發(fā)展的?什么因素可能推動(dòng)了這一發(fā)展? 為了回答如上問題,本研究著眼于三位任教于北京市小學(xué)的英語教師,試圖分析其從童年一直到成年的職業(yè)相關(guān)經(jīng)歷的敘事、及其對(duì)未來的期望。本研究的分析以溫格的認(rèn)同理論為基礎(chǔ),采用多案例研究,并遵循敘事探究的基本原則進(jìn)行數(shù)據(jù)收集和分析。本研究發(fā)現(xiàn)：(一)小學(xué)英語教師的職業(yè)認(rèn)同發(fā)展各不相同,他們?cè)谶吘?peripheral)階段的不同經(jīng)歷對(duì)其職業(yè)認(rèn)同發(fā)展產(chǎn)生了不同影響,會(huì)在很大程度上決定這些教師未來不同的職業(yè)發(fā)展軌跡；(二)關(guān)系性的(relational)因素對(duì)小學(xué)英語教師來說同樣影響深遠(yuǎn)；(三)小學(xué)英語教師在區(qū)教研活動(dòng)中的參與(participation)對(duì)其職業(yè)認(rèn)同的發(fā)展起著不容忽視的作用。 本研究的現(xiàn)實(shí)啟示有二。首先,在探究小學(xué)教師職業(yè)認(rèn)同這一問題時(shí),關(guān)系性的認(rèn)同理論可以對(duì)溫格的認(rèn)同理論進(jìn)行補(bǔ)充,為解釋教師個(gè)體不同的認(rèn)同發(fā)展軌跡提供一種解釋。其次,區(qū)級(jí)的教研活動(dòng)對(duì)塑造小學(xué)英語教師的職業(yè)認(rèn)同起著關(guān)鍵性的作用,因而這一共同體也值得我們今后做進(jìn)一步研究。
[Abstract]:The professional identity of foreign language teachers is an important part of the education and development of foreign language teachers. It is also one of the best perspectives for the study of foreign language teachers' teaching practice. However, most of the existing studies have neglected the professional identity experience and experience of primary school English teachers. This study aims to explore the professional recognition of English teachers in primary schools in Beijing. In the same period, I want to answer the following questions: how does the professional identity of primary school English teachers develop? What factors may promote this development?
In order to answer the above questions, this study focuses on three English teachers who teach in Beijing primary school, trying to analyze the narrative of their career related experiences from childhood to adulthood, and their expectations for the future. This study is based on Wenger's identity theory, uses multiple case studies, and follows the basic principles of narrative inquiry. This study finds that: (1) the development of primary school English teachers' professional identity is different, and their different experiences in the peripheral stage have different effects on their professional identity development, which will determine the career path of the teachers in the future to a large extent; (two) the relationship is (relational). The factors also have far-reaching influence on the primary school English teachers; (three) the participation of primary school English teachers in the district teaching and research activities (participation) plays an important role in the development of their professional identity.
The practical enlightenment of this study is two. First, when exploring the problem of primary school teachers' professional identity, the relational identity theory can supplement Wenger's identity theory and provide an explanation for explaining the individual identity development trajectory of the teachers. Secondly, the district level teaching and research work plays a role in shaping the professional identity of the primary school English teachers. Therefore, this co - entity is worthy of further study in the future.

【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31

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