在非母语英语的新手英语教师中发展学术素养和建立专业身份
Mo Chen1, Wenli Zhang1, Qun Zheng1
1Department of Foreign Languages, University of Chinese Academy of Sciences, Beijing, China.
Frontiers in psychology
|August 28, 2023
概括
这项研究跟踪了美国的两名新手汉语教师,发现发展学术素养塑造了他们的专业身份和教学方法. 他们的经验凸显了在微观政治素养方面需要更多的研究生水平培训的需要.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 社会学 社会学 社会学
背景情况:
- 学术识字发展越来越多地受到研究,但新手教师的学习和身份构建仍未得到充分研究.
- 很少有研究关注非母语英语新手教师的经验.
研究的目的:
- 探索两个中国新手语言教师的学术素养发展和专业身份建设.
- 评估他们在一个新的学术社区中的社会参与.
主要方法:
- 纵向的叙事调查. 纵向的叙事调查.
- 实践共同体 (CoP) 框架.
- 分析课程,期刊,教学哲学陈述和其他文件.
主要成果:
- 获得的教学知识影响了教学方法,并培养了研究员-教师的身份.
- 纵向数据跟踪了自我效能和情绪的变化.
- 参与者的叙述揭示了教学信仰的进化,但缺乏微观政治素养培训.
结论:
- 学术识字能力的发展与新手教师的专业身份形成密切相关,特别是对于非母语英语的人.
- 研究生课程应考虑纳入微观政治素养培训.
- 这些发现有助于理解TESOL背景下的教师身份和学术素养.
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