教育信念：对一位高中英语女教师叙事探究

教育改革声势浩大,教育理论空前繁荣,对于教师“应该如何”,研究者已经做了很多探讨。但是仅有“应该”或者过于看中应该而忽视现实,会使教育改革,教师教育,教师专业发展失去立足点。本文运用叙事探究的方式,把目光投向教师日常工作的情境和言语、行为,试图挖掘教师个人的教育信念。透过一位普通英语女教师的教学故事,展现她的职业生活;透过她对个人专业长大的自述,挖掘并熟悉隐含在其行为背后的个人教育信念;透过她的生活故事,在更宽广的视域中理解她个人教育信念的形成。意图在活的故事叙述中,观察中国文化环境中教师个人的专业发展、普通教师的教学思维,以及他们的理想和追求,由此展开我们对教育信念的理解。本研究的关注点是外语教师的教学与生活实践和长大。倾向于“自下而上”的方式,走进教师的生活世界,倾听教师的声音。用叙事的方式尽可能保存实践中的情境、感受,并以此为基础展开对教师专业发展的理解。也期望立足中国现实,对教师发展作出一点贡献。本文采用当今社会科学研究前沿的两种方法:批判探索和叙事探究融为一体,让研究工作从叙述进入解释,解释构成批判,批判实现变革,变革踏入和谐(吴宗杰,2005)。在对影响教师个人信念分析中,作者发现影响李玉个人信念的形成和变化的主要因素是“实践性因素”,而教育理论,教育培训等理论性因素作用很小。李玉学生时代的学习经验影响着今后的教学行为。李玉个人发展主要依靠学生的反馈和同事的合作,而在职培训和自我反思的作用甚微。【关键词】：教师信念教师专业发展叙事探索批判研究
【论文提纲】：Contents3-6Acknowledgements6-7Abstract7-9摘要9-10Chapter1Introduction10-121.1Originofthestudy:10-111.2Aimsandrationaleofthethesis11-121.3Structureofthethesis12Chapter2LiteratureReview12-242.1Theoriesonteacherdevelopment12-192.1.1Whatisteacher'sprofessionaldevelopment?12-142.1.2Researchesanddevelopmentsinlanguageteaching14-192.1.2.1Researchonmethods—toomanymethodsabouthowlanguageshouldbelearnt14-152.1.2.2Researchonlearners—thegapbetweentheoryandpractice15-172.1.2.3Researchonclassroominvestigation17-182.1.2.4Researchonteachers—understandinglanguageteachers18-192.2Educationalbeliefs19-242.2.1Whatisbelief?19-212.2.2Teacher'sbeliefs21-242.2.2.1Definitionofteacher'sbeliefs212.2.2.2Educationalbeliefandteacher'steaching21-222.2.2.3Dlassificationofteachers'beliefs:22-24Chapter3ResearchMethods24-333.1ResearchBackground243.2Theparticipant24-253.3Researchmethods25-273.3.1Ethnography25-263.3.2NarrativeInquiry26-273.4DataCollection27-323.4.1Datacollectionmethods27-303.4.1.1CaseStudy27-283.4.1.2Questionnaires28-293.4.1.3Interview29-303.4.1.4Classroomobservation303.4.2Datacollection30-323.5Dataanalysis—Criticalinquiryasamethodologyforthestudyofnarrativeinquiry32-33Chapter4DataAnalysis33-594.1Analysisofthequestionnaires:33-504.1.1Whatqualificationsdoesagoodlanguageteacherneedtoacquireinordertobesuccesulinseniorschools33-364.1.2Whatdoyouthinkaboutyourpre-servicetraining?36-374.1.3Whatdoyouthinkaboutyourin-servicetraining?37-404.1.4Beliefsaboutteaching—HowdidyoulearntoteachEnglish?40-424.1.4.1Ilearntoteachbyteaching—Ithinkwhatioreimportantispracticeandhardwork40-414.1.4.2Icannotanswermystudents'questions,soIcannotbetheirteachers41-424.1.5Beliefsaboutthemselves:UseonemetaphortodescribeyourselfwhoteachEnglishasaforeignlanguage.Explainindetailswhatyoumeanbyusingthemetaphor42-434.1.6Beliefsaboutlearning—WhatdoesEnglishlanguagelearningmeantoyourstudents?434.1.7Beliefsaboutlearners:UseonemetaphortodescribeyourstudentswhostudyEnglishasaforeignlanguage.Explainindetailswhatyoumeanbyusingthemetaphor43-454.1.8Writedownonemottothataffectsyoumost45-474.1.8.1MorningReading—Readingaloudandreciting:464.1.8.2Dictation—100timeoramistake46-474.1.9Whatdoyouthinkaboutourexamination?47-504.2LiYu'sautobiographyaboutherprofessionalexperience50-544.ortraitsinherstudents'andcolleagues'eyes54-554.4Keyfactorsbehind—Whatisthesourceofyourprofessionaldevelopmentyouidentifiedabove?Explainyourreasons55-59Chapter5Conclusion59-62References62-72Appendixes72-105Appendix1Questionnaires:72-78Appendix2Theautobiographyaboutherprofessionalexperience78-88Appendix3ClassroomObservationnoteorMissLi88-89Appendix4TranscriptionofinterviewswithMissLi'sstudents89Appendix5TranscriptionofinterviewswithMissLi'scolleagues89-90Appendix6LiYu'steachingstory90-101Appendix7LiYu'amilybackground:101-103Appendix8InterviewofLi103-105