国际汉语教师个人实践性知识个案研究
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摘要
本文是对两名国际汉语教师个人实践性知识的个案研究,探讨国际汉语教师的教学理念与实践及其成因,以增进对国际汉语教师专业发展的了解。研究表明,这两名教师都有各自的核心理念来指导教学实践,并发现两名教师的个性、成长过程、学习经历、文化背景以及她们对自己身份的意识均在不同程度上影响其核心理念的形成。文章讨论了本研究对教师培养的启示,并希望有更多这方面的研究,因为对国际汉语教师个人实践性知识的研究不仅能为师资教育和培训提供参考,而且会丰富教育界和第二语言教学界对教师知识的研究与认识。
This paper reports on case studies of two international Chinese language teachers' personal practical knowledge and explores their teaching theories and practice,in order to gain insight into their professional development.It is found that each teacher has developed their own dominant image to guide their practice,which was shaped by factors such as their personality,schooling experience,cultural background,and awareness of their identity.The paper then discusses the implications of these findings for international Chinese language teacher education and invites more studies on teachers' personal practical knowledge so as to broaden and deepen our understanding of international Chinese language education in different contexts.
This paper reports on case studies of two international Chinese language teachers' personal practical knowledge and explores their teaching theories and practice,in order to gain insight into their professional development.It is found that each teacher has developed their own dominant image to guide their practice,which was shaped by factors such as their personality,schooling experience,cultural background,and awareness of their identity.The paper then discusses the implications of these findings for international Chinese language teacher education and invites more studies on teachers' personal practical knowledge so as to broaden and deepen our understanding of international Chinese language education in different contexts.
引文
Bailey,Kathleen M.,Bret Bergthold&Blelinda Braunstein et al.(1996)The language learner’s autobiography:Examining the“apprenticeship of observation”.In D.Freeman and J.C.Richards(eds.),Teacher learning in language teaching,11-29.Cambridge:Cambridge University Press.
Beijaard,Douwe.,Paulien C.Meijer&Nico Verloop(2004)Reconsidering research on teachers’professional identity.Teaching and teacher education 20:107-128.
Ben-Peretz,Mirian(2011)Teacher knowledge:What is it?How do we uncover it?What are its implications for schooling?Teaching and teacher education 27:3-9.
Biggs,Joan B.(1996)Western misperceptions of the Confucian-heritage learning culture.In D.Watkins and J.Biggs(eds.),The Chinese learners:Cultural,psychological and contextual influences,45-67 .Hong Kong,Melbourne:CERC and ACER.
Borg,Simon(2003)Teacher cognition in language teaching:A review of research on what language teachers think,know,believe,and do.Language Teaching36:81-109.
Borg,Simon(2006)Teacher cognition and language education:Research and practice.London:London Continuum.
Braine,George(ed.)(1999)Non-native educators in English language teaching.Mahwah,N.J.:Lawrence Erlbaum Associates.
Breen,Michael P.,Bernard Hird,Marion Milton,R.Oliver&Anne Thwaite(2001)Making sense of language teaching:Teachers’principles and classroom practices.Applied Linguistics 22:470-501.
Clandinin,D.Jean(1985)Personal practical knowledge:A study of teachers’classroom images.Curriculum Inquiry15:361-385.
Clandinin,D.Jean(1986)Classroom practice:Teacher images in action.Philadelphia:Falmer.
Clandinin,D.Jean&F.Michael Connelly(1987)Teachers’personal knowledge:What counts as‘personal’in studies of the personal.Journal of Curriculum Studies 19:487-500.
Connelly,F.Michael&D.Jean Clandinin(1985)Personal practical knowledge and the modes of knowledge:Relevance for teaching and learning.In E.Eisner(ed.),Learning and teaching in the ways of knowing(Vol.84th yearbook of the National Society for the Study of Education,174-198).Chicago:University of Chicago Press.
Connelly,F.Michael&D.Jean Clandinin(1995)Teachers’professional knowledge landscapes:Secret,sacret,and cover stories.In D.Jean Clandinin and F.Michael Connelly(eds.),Teachers’professional knowledge landscapes,3-15.New York:Teachers College Press.
Connelly,F.Michael&D.Jean Clandinin(1999)Shaping aprofessional identity:Stories of education practice.London,ON:Althouse Press.
Connelly,F.Michael,D.Jean Clandinin&Ming Fang He(1997)Teacher’s personal practical knowledge on the professional knowledge landscape.Teaching and teacher education 13:665-674.
Elbaz,Freema(1981)The teacher’s‘practical knowledge’:Report of a case study.Curriculum Inquiry11:43-71.
Elbaz,Freema(1983)Teacher thinking:A study of practical knowledge.London:Croom Helm.
Faez,Farahnaz(2011)Reconceptualizing the native/nonnative speaker dichotomy.Journal of Language,Identity,and Education 10:231-249.
Fenstermacher,Gary D.(1994)The knower and the known:The nature of knowledge in research on teaching.Review of research in education 20:3-56.
Golombek,Paula(1998)A study of language teachers’personal practical knowledge.TESOL Quarterly32:447-464.
Golombek,Paula&Karen E.Johnson(2004)Narrative inquiry as a mediational space:Examining emotional and cognitive dissonance in second-language teachers’development.Teachers and Teaching:Theory and Practice 10:307-327.
Kamhi-Stein,L.(ed.)(2004)Learning and teaching from experience:Perspectives on nonnative English-speaking professionals.Ann Arbor,MI:University of Michigan Press.
Krashen,Stephen D.(1982)Principles and practice in second language acquisition.Oxford:Pergamon.
Llurda,Enric(ed.)(2005)Non-native language teachers:Perceptions,challenges and contributions to the profession.New York:Springer.
Moussu,Lucie&Enric Llurda(2008)Non-native English-speaking English language teachers:History and research.Language Teaching41:315-348.
Paine,Lynn W.(1990)The teacher as virtuoso:A Chinese model for teaching.Teachers College Record92:49-81.
Reves,Thea&Peter Medgyes(1994)The non-native English speaking EFL/ESL teacher’s self-image:An internaitonal survey.System22:353-367.
Richards,Jack C.(1996)Teachers’maxims in language teaching.TESOL Quarterly30:281-296.
Richert,Anna E.(2002)Narratives that teach:Learning about teaching from the stories teachers tell.In N.Lyons and V.K.LaBoskey(eds.),Narrative inquiry in practice:Advancing the knowledge of teaching,48-62.New York:Teachers College,Columbia University.
Sun,Dekun(2010)Developing“My Way”in Chinese language teaching:Qualitative case studies of teachers’personal practical knowledge(PhD dissertation),Victoria University of Wellington,Retrieved from http://researcharchive.vuw.ac.nz/bitstream/handle/10063/1480/thesis.pdf?sequence=1
Sun,Dekun(2012)“Everything goes smoothly”:A case study of an immigrant Chinese language teacher’s personal practical knowledge.Teaching and teacher education 28:760-767.
Varghese,Manka,Brian Morgan,B.Johnston&Kimberly A.Johnson(2005)Theorizing language teacher identity:Three perspectivs and beyond.Journal of Language,Identity,and education 4:21-44.
Watkins,David A.(2000)Learning and teaching:a cross-cultural perspective.School Leadership&Management 20:161-173.
Woods,Devon(1996)Teacher cognition in language teaching:Beliefs,decision-making,and classroom practice.Cambridge:Cambridge University Press.
Xu,Shijing&F.Michael Connelly(2009)Narrative inquiry for teacher education and development:Focus on English as a foreign language in China.Teaching and Teacher Education 25:219-227.
①新西兰学校有公立与私立之分。公立学校按照学生家庭收入的平均水平划分为10个等级,10等为最高收入家庭,1等为最低收入家庭。中学有男校、女校和男女混校之分,包括9-13年级(13-17岁)。新西兰中小学通常在1月下旬开始新的学年,12月中旬学年结束。一学年分为4个学期,每个学期为10周,学期间有2周的假期。中学一般早上9点上课,下午3点半放学。(http://www.minedu.govt.nz/NZEducation/EducationPolicies.aspx)
②本文所用“汉语”、“中文”均指普通话。
③NCEA(The National Certificate of Educational Achievement—国家教育成绩证书)乃新西兰政府为该国11-13年级中学生制定的国家考试系统,涵盖中学绝大部分课程,包括中文。该考试系统共分3级:通常11年级考1级,12年级考2级,13年级考3级。(http://www.nzqa/govt.nz/ncea)
④杨老师所说的课本是指她按照教学大纲自编的教材。新西兰学校通常没有国家或学校指定的教材,均由教师根据教学大纲自己准备或选用其他教学材料。
Beijaard,Douwe.,Paulien C.Meijer&Nico Verloop(2004)Reconsidering research on teachers’professional identity.Teaching and teacher education 20:107-128.
Ben-Peretz,Mirian(2011)Teacher knowledge:What is it?How do we uncover it?What are its implications for schooling?Teaching and teacher education 27:3-9.
Biggs,Joan B.(1996)Western misperceptions of the Confucian-heritage learning culture.In D.Watkins and J.Biggs(eds.),The Chinese learners:Cultural,psychological and contextual influences,45-67 .Hong Kong,Melbourne:CERC and ACER.
Borg,Simon(2003)Teacher cognition in language teaching:A review of research on what language teachers think,know,believe,and do.Language Teaching36:81-109.
Borg,Simon(2006)Teacher cognition and language education:Research and practice.London:London Continuum.
Braine,George(ed.)(1999)Non-native educators in English language teaching.Mahwah,N.J.:Lawrence Erlbaum Associates.
Breen,Michael P.,Bernard Hird,Marion Milton,R.Oliver&Anne Thwaite(2001)Making sense of language teaching:Teachers’principles and classroom practices.Applied Linguistics 22:470-501.
Clandinin,D.Jean(1985)Personal practical knowledge:A study of teachers’classroom images.Curriculum Inquiry15:361-385.
Clandinin,D.Jean(1986)Classroom practice:Teacher images in action.Philadelphia:Falmer.
Clandinin,D.Jean&F.Michael Connelly(1987)Teachers’personal knowledge:What counts as‘personal’in studies of the personal.Journal of Curriculum Studies 19:487-500.
Connelly,F.Michael&D.Jean Clandinin(1985)Personal practical knowledge and the modes of knowledge:Relevance for teaching and learning.In E.Eisner(ed.),Learning and teaching in the ways of knowing(Vol.84th yearbook of the National Society for the Study of Education,174-198).Chicago:University of Chicago Press.
Connelly,F.Michael&D.Jean Clandinin(1995)Teachers’professional knowledge landscapes:Secret,sacret,and cover stories.In D.Jean Clandinin and F.Michael Connelly(eds.),Teachers’professional knowledge landscapes,3-15.New York:Teachers College Press.
Connelly,F.Michael&D.Jean Clandinin(1999)Shaping aprofessional identity:Stories of education practice.London,ON:Althouse Press.
Connelly,F.Michael,D.Jean Clandinin&Ming Fang He(1997)Teacher’s personal practical knowledge on the professional knowledge landscape.Teaching and teacher education 13:665-674.
Elbaz,Freema(1981)The teacher’s‘practical knowledge’:Report of a case study.Curriculum Inquiry11:43-71.
Elbaz,Freema(1983)Teacher thinking:A study of practical knowledge.London:Croom Helm.
Faez,Farahnaz(2011)Reconceptualizing the native/nonnative speaker dichotomy.Journal of Language,Identity,and Education 10:231-249.
Fenstermacher,Gary D.(1994)The knower and the known:The nature of knowledge in research on teaching.Review of research in education 20:3-56.
Golombek,Paula(1998)A study of language teachers’personal practical knowledge.TESOL Quarterly32:447-464.
Golombek,Paula&Karen E.Johnson(2004)Narrative inquiry as a mediational space:Examining emotional and cognitive dissonance in second-language teachers’development.Teachers and Teaching:Theory and Practice 10:307-327.
Kamhi-Stein,L.(ed.)(2004)Learning and teaching from experience:Perspectives on nonnative English-speaking professionals.Ann Arbor,MI:University of Michigan Press.
Krashen,Stephen D.(1982)Principles and practice in second language acquisition.Oxford:Pergamon.
Llurda,Enric(ed.)(2005)Non-native language teachers:Perceptions,challenges and contributions to the profession.New York:Springer.
Moussu,Lucie&Enric Llurda(2008)Non-native English-speaking English language teachers:History and research.Language Teaching41:315-348.
Paine,Lynn W.(1990)The teacher as virtuoso:A Chinese model for teaching.Teachers College Record92:49-81.
Reves,Thea&Peter Medgyes(1994)The non-native English speaking EFL/ESL teacher’s self-image:An internaitonal survey.System22:353-367.
Richards,Jack C.(1996)Teachers’maxims in language teaching.TESOL Quarterly30:281-296.
Richert,Anna E.(2002)Narratives that teach:Learning about teaching from the stories teachers tell.In N.Lyons and V.K.LaBoskey(eds.),Narrative inquiry in practice:Advancing the knowledge of teaching,48-62.New York:Teachers College,Columbia University.
Sun,Dekun(2010)Developing“My Way”in Chinese language teaching:Qualitative case studies of teachers’personal practical knowledge(PhD dissertation),Victoria University of Wellington,Retrieved from http://researcharchive.vuw.ac.nz/bitstream/handle/10063/1480/thesis.pdf?sequence=1
Sun,Dekun(2012)“Everything goes smoothly”:A case study of an immigrant Chinese language teacher’s personal practical knowledge.Teaching and teacher education 28:760-767.
Varghese,Manka,Brian Morgan,B.Johnston&Kimberly A.Johnson(2005)Theorizing language teacher identity:Three perspectivs and beyond.Journal of Language,Identity,and education 4:21-44.
Watkins,David A.(2000)Learning and teaching:a cross-cultural perspective.School Leadership&Management 20:161-173.
Woods,Devon(1996)Teacher cognition in language teaching:Beliefs,decision-making,and classroom practice.Cambridge:Cambridge University Press.
Xu,Shijing&F.Michael Connelly(2009)Narrative inquiry for teacher education and development:Focus on English as a foreign language in China.Teaching and Teacher Education 25:219-227.
①新西兰学校有公立与私立之分。公立学校按照学生家庭收入的平均水平划分为10个等级,10等为最高收入家庭,1等为最低收入家庭。中学有男校、女校和男女混校之分,包括9-13年级(13-17岁)。新西兰中小学通常在1月下旬开始新的学年,12月中旬学年结束。一学年分为4个学期,每个学期为10周,学期间有2周的假期。中学一般早上9点上课,下午3点半放学。(http://www.minedu.govt.nz/NZEducation/EducationPolicies.aspx)
②本文所用“汉语”、“中文”均指普通话。
③NCEA(The National Certificate of Educational Achievement—国家教育成绩证书)乃新西兰政府为该国11-13年级中学生制定的国家考试系统,涵盖中学绝大部分课程,包括中文。该考试系统共分3级:通常11年级考1级,12年级考2级,13年级考3级。(http://www.nzqa/govt.nz/ncea)
④杨老师所说的课本是指她按照教学大纲自编的教材。新西兰学校通常没有国家或学校指定的教材,均由教师根据教学大纲自己准备或选用其他教学材料。