从研究者成为教师教育者:自我叙事研究
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摘要
外语教师素质关系我国外语教育的质量,而外语教师教育者的素质又直接影响外语教师教育的质量。但是,目前国内外针对外语教师教育者的实证研究非常匮乏。本研究采用自我叙事研究方法,以作者为案例,阐释了高校研究者通过长期扎根课堂、持续与中小学英语教师交流逐步成长为外语教师教育者的经历。本研究发现表明,要真正成为教师专业发展的支持者,教师教育者需要具有深厚的理论基础和丰富的实践经验,并且能够自由地游走在两者之间,以促进两者的共生。本研究为正在从事和准备从事教师教育工作的同仁提供了借鉴。
The quality of foreign language teachers is vital to the quality of foreign language education.Correspondingly,the quality of foreign language teacher educators has a direct impact on the quality of foreign language teacher education.However,there is a scarcity of research on foreign language teacher educators at home and abroad.Taking a self-narrative method,the present study focused on the author,examining her experience of becoming a teacher educator through her long-term working with school EFL teachers.The findings of this study show that,to become a supporter of teacher professional development,a teacher educator needs to have solid theoretical foundation and rich practical experience and be able to "walk" between theory and practice freely for the development of both theory and practice.This study gives an example for those who are and plan to be involved in teacher education.
The quality of foreign language teachers is vital to the quality of foreign language education.Correspondingly,the quality of foreign language teacher educators has a direct impact on the quality of foreign language teacher education.However,there is a scarcity of research on foreign language teacher educators at home and abroad.Taking a self-narrative method,the present study focused on the author,examining her experience of becoming a teacher educator through her long-term working with school EFL teachers.The findings of this study show that,to become a supporter of teacher professional development,a teacher educator needs to have solid theoretical foundation and rich practical experience and be able to "walk" between theory and practice freely for the development of both theory and practice.This study gives an example for those who are and plan to be involved in teacher education.
引文
[1]Andrews,D.&M.Lewis.2002.The experience of a professional community:Teachers developing a new image of themselves and their w orkplace[J].Educational Research,(3):237-254.
[2]Bashir-Ali,K.2011.Sociocultural theory and its place in the development of the teacher education program at the Higher Colleges of Technology[J].Education,Business and Society:Contemporary Middle Eastern Issues,(2):106-113.
[3]Ben-Peretz,M.,Kleeman,S.,Reichenberg,R.&S.Shimoni.2010.Educators of educators:Their goals,perceptions and practices[J].Professional Development in Education,(1&2):111-129.
[4]Borg,S.2010.Contemporary themes in language teacher education[J].Foreign Languages in China,(4):84-89.
[5]Borrero,N.2010.Urban school connections:A university-K-8 partnership[J].Catholic Education:A Journal of Inquiry and Practice,(1):47-66.
[6]Canagarajah,A.2012.Teacher development in a global profession:An autoethnography[J].TESOL Quarterly,(2):258-279.
[7]Cochran-Smith,M.2003.Learning and unlearning:The education of teacher educators[J].Teaching and Teacher Education,(1):5-28.
[8]Cochran-Smith,M.,&S.Lytle.2004.Practitioner inquiry,knowledge,and university culture[A].In J.Loughran,M.Hamilton,V.La Boskey&T.Russell(eds.).International Handbook of Research of Selfstudy of Teaching and Teacher Education Practices[C].Kluw er:Dordrecht.
[9]Dinkelmana,T.,Margolisb,J.&K.Sikkengac.2006.From teacher to teacher educator:Experiences,expectations,and expatriation[J].Studying Teacher Education,(1):5-23.
[10]Ellis,C.&A.P.Bochner.2006.Analyzing analytic autoethnography:An autopsy[J].Journal of Contemporary Ethnography,(4):429-449.
[11]Ellis,R.2010.Second language acquisition,teacher education and language pedagogy[J].Language Teaching,(2):182-201.
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[13]Hatano,G.&K.Inagaki.1986.Two courses of expertise[A].In H.Stevenson,H.Azuma&K.Hakuta(eds.).Child Development and Education in Japan[C].San Francisco:Freeman.
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[15]Matusov,E.1999.How does a community of learners maintain itself?Ecology of an innovative school[J].Anthropology&Education Quarterly,(2):161-186.
[16]Miles,M.&A.Huberman.1994.Qualitative Data Analysis:An Expanded Sourcebook[M].Thousand Oaks:Sage.
[17]Murray,J.&T.Male.2005.Becoming a teacher educator:Evidence from the field[J].Teaching and Teacher Education,(21):125-142.
[18]Sch9n,D.1983.The Reflective Practitioner:How Professionals Think in Action[M].New York:Basic Books.
[19]Tsui,A.2003.Understanding Expertise in Teaching:Case Studies of Second Language Teachers[M].Cambridge:Cambridge University Press.
[20]Wall,S.2008.Easier said than done:Writing an autoethnography[J].International Journal of Qualitative Methods,(1):38-53.
[21]Wang,J.2001.Contexts of mentoring and opportunities for learning to teach:A comparative study of mentoring practice[J].Teaching and Teacher Education,(1):51-73.
[22]Wright,T.2010.Second language teacher education:Review of recent research on practice[J].Language Teaching,(43):259-296.
[23]高云峰李小光.2007.近十年我国高校外语教师教育研究文献评析[J].外语界,(4):56-64.
[24]刘学惠.2007.探究教师建构性学习——一个英语教师课堂研究小组的案例[D].北京:北京师范大学.
[25]王蔷张虹.2012.高校与中学英语教师合作行动研究的实践探索:在行动中研究、在研究中发展[M].上海:上海教育出版社.
[26]王蔷.2013.高校与基础教育教师合作行动研究的实践探索[J].课程.教材.教法,(12):87-93.
[27]文秋芳任庆梅.2012.互动发展模式下外语教学研究者的专业成长[J].外语界(4):16-22,29.
[28]杨鲁新付晓帆.2014.语法教学理念及实践转变——活动理论取径[J].外语与外语教学,(1):60-66.
[29]杨鲁新.2016a.集体备课对中学英语教师教学理念和实践的影响:四位新手教师的个案研究[J].山东外语教学,(3):62-70.
[30]杨鲁新.2016b.扎根课堂,教研一体:高校研究者专业引领下的中小学英语教师发展新模式研究[M].北京:外语教学与研究出版社.
[31]杨鲁新.2013.基于行动教育理论的中学英语教师在职发展模式研究[J].基础英语教育,(1):86-92.
[32]邹为诚.2009.中国基础教育阶段外语教师的职前教育研究[J].外语教学理论与实践,(1):1-16,19.
(1)根据保护研究对象隐私权的原则,本文所提及教师的名字进行了化名处理。
(2)该项目为“我国中小学英语教师队伍建设与教学发展新模式研究”(项目编号:10BYY032)。
(3)ACTIVE阅读教学理论认为阅读教学分六步走,即A:activate prior knowledge在导入部分激活学生相关的背景知识;C:cultivate vocabulary读前扫清单词障碍,省时直接;T:teach for comprehension通过各种阅读任务,实现不同层次的理解;I:increase reading rate反复阅读,熟能生快;V:verify reading strategies配合阅读任务,辅导相关阅读技巧的使用;E:evaluate progress以多种任务(如写作任务),评价学生对文章在内容和语言两个层面上的掌握水平。
(4)教研员要求教师提交参加研修活动的学习心得。
[2]Bashir-Ali,K.2011.Sociocultural theory and its place in the development of the teacher education program at the Higher Colleges of Technology[J].Education,Business and Society:Contemporary Middle Eastern Issues,(2):106-113.
[3]Ben-Peretz,M.,Kleeman,S.,Reichenberg,R.&S.Shimoni.2010.Educators of educators:Their goals,perceptions and practices[J].Professional Development in Education,(1&2):111-129.
[4]Borg,S.2010.Contemporary themes in language teacher education[J].Foreign Languages in China,(4):84-89.
[5]Borrero,N.2010.Urban school connections:A university-K-8 partnership[J].Catholic Education:A Journal of Inquiry and Practice,(1):47-66.
[6]Canagarajah,A.2012.Teacher development in a global profession:An autoethnography[J].TESOL Quarterly,(2):258-279.
[7]Cochran-Smith,M.2003.Learning and unlearning:The education of teacher educators[J].Teaching and Teacher Education,(1):5-28.
[8]Cochran-Smith,M.,&S.Lytle.2004.Practitioner inquiry,knowledge,and university culture[A].In J.Loughran,M.Hamilton,V.La Boskey&T.Russell(eds.).International Handbook of Research of Selfstudy of Teaching and Teacher Education Practices[C].Kluw er:Dordrecht.
[9]Dinkelmana,T.,Margolisb,J.&K.Sikkengac.2006.From teacher to teacher educator:Experiences,expectations,and expatriation[J].Studying Teacher Education,(1):5-23.
[10]Ellis,C.&A.P.Bochner.2006.Analyzing analytic autoethnography:An autopsy[J].Journal of Contemporary Ethnography,(4):429-449.
[11]Ellis,R.2010.Second language acquisition,teacher education and language pedagogy[J].Language Teaching,(2):182-201.
[12]Hammersley,M.&P.Atkinson.2007.Ethnography:Principles in Practice(3rd Edition)[M].London:Routledge.
[13]Hatano,G.&K.Inagaki.1986.Two courses of expertise[A].In H.Stevenson,H.Azuma&K.Hakuta(eds.).Child Development and Education in Japan[C].San Francisco:Freeman.
[14]Johnson,K.2009.Second Language Teacher Education:A Sociocultural Perspective[M].New York:Routlege.
[15]Matusov,E.1999.How does a community of learners maintain itself?Ecology of an innovative school[J].Anthropology&Education Quarterly,(2):161-186.
[16]Miles,M.&A.Huberman.1994.Qualitative Data Analysis:An Expanded Sourcebook[M].Thousand Oaks:Sage.
[17]Murray,J.&T.Male.2005.Becoming a teacher educator:Evidence from the field[J].Teaching and Teacher Education,(21):125-142.
[18]Sch9n,D.1983.The Reflective Practitioner:How Professionals Think in Action[M].New York:Basic Books.
[19]Tsui,A.2003.Understanding Expertise in Teaching:Case Studies of Second Language Teachers[M].Cambridge:Cambridge University Press.
[20]Wall,S.2008.Easier said than done:Writing an autoethnography[J].International Journal of Qualitative Methods,(1):38-53.
[21]Wang,J.2001.Contexts of mentoring and opportunities for learning to teach:A comparative study of mentoring practice[J].Teaching and Teacher Education,(1):51-73.
[22]Wright,T.2010.Second language teacher education:Review of recent research on practice[J].Language Teaching,(43):259-296.
[23]高云峰李小光.2007.近十年我国高校外语教师教育研究文献评析[J].外语界,(4):56-64.
[24]刘学惠.2007.探究教师建构性学习——一个英语教师课堂研究小组的案例[D].北京:北京师范大学.
[25]王蔷张虹.2012.高校与中学英语教师合作行动研究的实践探索:在行动中研究、在研究中发展[M].上海:上海教育出版社.
[26]王蔷.2013.高校与基础教育教师合作行动研究的实践探索[J].课程.教材.教法,(12):87-93.
[27]文秋芳任庆梅.2012.互动发展模式下外语教学研究者的专业成长[J].外语界(4):16-22,29.
[28]杨鲁新付晓帆.2014.语法教学理念及实践转变——活动理论取径[J].外语与外语教学,(1):60-66.
[29]杨鲁新.2016a.集体备课对中学英语教师教学理念和实践的影响:四位新手教师的个案研究[J].山东外语教学,(3):62-70.
[30]杨鲁新.2016b.扎根课堂,教研一体:高校研究者专业引领下的中小学英语教师发展新模式研究[M].北京:外语教学与研究出版社.
[31]杨鲁新.2013.基于行动教育理论的中学英语教师在职发展模式研究[J].基础英语教育,(1):86-92.
[32]邹为诚.2009.中国基础教育阶段外语教师的职前教育研究[J].外语教学理论与实践,(1):1-16,19.
(1)根据保护研究对象隐私权的原则,本文所提及教师的名字进行了化名处理。
(2)该项目为“我国中小学英语教师队伍建设与教学发展新模式研究”(项目编号:10BYY032)。
(3)ACTIVE阅读教学理论认为阅读教学分六步走,即A:activate prior knowledge在导入部分激活学生相关的背景知识;C:cultivate vocabulary读前扫清单词障碍,省时直接;T:teach for comprehension通过各种阅读任务,实现不同层次的理解;I:increase reading rate反复阅读,熟能生快;V:verify reading strategies配合阅读任务,辅导相关阅读技巧的使用;E:evaluate progress以多种任务(如写作任务),评价学生对文章在内容和语言两个层面上的掌握水平。
(4)教研员要求教师提交参加研修活动的学习心得。