全日制英语教育硕士职前专业化发展与专业认同研究
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摘要
全日制教育专业学位的设置开创了中学教师培养的新模式。以其培养高水平应用型中小学教师为目标,实践性为导向,大学和中学导师联合的培养模式,颁发学历证、学位证、教师证三证的众多特色近两年来吸引了众多关注。然而,目前全日制教育硕士各方面仍处于摸索阶段,尚存在一些问题。其中,教育硕士对本专业的认同感较低,是一个亟待解决的问题。提升全日制教育硕士对本专业的认同对促进他们的职前教师专业化发展有着重要的作用。
本文旨在探究全日制英语教育硕士对本专业的认同情况以及职前专业化发展途径,研究问题如下：1全日制英语教育硕士对本专业认同感程度如何。2哪些因素在影响全日制教育硕士的专业认同。3通过哪些方法途径可以提升他们的专业认同以促进专业化发展。
本文以某师范大学的部分2010级和全体2011级全日制英语教育硕士为主要研究对象,分别采用访谈和问卷调查了他们的专业认同感。问卷结果采用Excel进行了统计分析。同时,也对全日制教育硕士的中学以和大学导师以及学术型硕士进行了访谈,以探究他们眼中的全日制教育硕士
研究结果表明,全日制英语教育硕士对本专业的认同感一般。随着全日制教育硕士各项制度逐渐规范,他们已经对本专业有了比较深入的了解并且较快适应了本专业的学习。但是,他们对本专业学习的努力程度较低；受到外界因素(教育硕士学习各个环节设置,就业前景,专业硕士在校地位等)影响较大,部分影响了他们的专业认同。
由此,全日制英语教育硕士在就读期间应不断提升各项技能,同时全日制教育硕士培养单位应带不断完善全日制硕士培养模式,全日制教育硕士主管部门完善相关政策,从而从内外两方面提升教育硕士的专业认同。
The establishment of full-time Ed.M professional degree initiates the cultivating mode of basic education teachers. It is featured by the goal of cultivating high-level basic education teachers, practical orientation, cooperative training mode of university mentor and high school mentor, three issued certifications (postgraduate diploma, professional degree's diploma and teacher's certification), which attracts a great deal of attention. Nevertheless, the Ed.M professional degree is still at the exploring period and therefore some problems exist, of which is the low professional identity of full-time Ed.M students. Increasing their professional identity exerts great influence to their pre-service professional development.
The thesis aims at researching on the current professional identity of full-time English Ed.M students, the approaches and methods to pre-service professional development. The research problems are as follows:1. the degree of professional identity of full-time English Ed.M students;2.what factors are influencing their professional identity and how the degree is;3. what methods or approaches can be adopted to increase their professional identity so as to foster their professional development.
The thesis researched on the professional identity of part of2010th full-time English Ed.M students with interviews and all the2011th full-time English Ed.M students with questionnaires in N normal university.The questionnaire results are analyzed with Excel. Meanwhile, a high school Ed.M mentor and an university Ed.M mentor as well as a postgraduate student of applied linguistics major were interviewed as well in order to explore their views about full-time English Ed.M students.
The research result reveals the professional identity of full-time English Ed.M students are at a moderate level. Along with the perfection of full-time Ed.M system, they have had better understanding of the full-time English Ed.M professional degree and adapted to the academic learning. However, they haven't paid enough efforts to learning; the external factors exert more influence on their professional identity (the design of each section of Ed.M degree, career prospect, the status of professional degree), which decreases their professional identity.
Therefore, as for Ed.M students, they should increase their overall skills and abilities by themselves; meanwhile, the Ed.M cultivating institutions ought to optimize the training mode of Ed.M and the Ed.M administration agencies should perfect the relevant policies so as to enhance their professional identity internally and externally.
本文旨在探究全日制英语教育硕士对本专业的认同情况以及职前专业化发展途径,研究问题如下：1全日制英语教育硕士对本专业认同感程度如何。2哪些因素在影响全日制教育硕士的专业认同。3通过哪些方法途径可以提升他们的专业认同以促进专业化发展。
本文以某师范大学的部分2010级和全体2011级全日制英语教育硕士为主要研究对象,分别采用访谈和问卷调查了他们的专业认同感。问卷结果采用Excel进行了统计分析。同时,也对全日制教育硕士的中学以和大学导师以及学术型硕士进行了访谈,以探究他们眼中的全日制教育硕士
研究结果表明,全日制英语教育硕士对本专业的认同感一般。随着全日制教育硕士各项制度逐渐规范,他们已经对本专业有了比较深入的了解并且较快适应了本专业的学习。但是,他们对本专业学习的努力程度较低；受到外界因素(教育硕士学习各个环节设置,就业前景,专业硕士在校地位等)影响较大,部分影响了他们的专业认同。
由此,全日制英语教育硕士在就读期间应不断提升各项技能,同时全日制教育硕士培养单位应带不断完善全日制硕士培养模式,全日制教育硕士主管部门完善相关政策,从而从内外两方面提升教育硕士的专业认同。
The establishment of full-time Ed.M professional degree initiates the cultivating mode of basic education teachers. It is featured by the goal of cultivating high-level basic education teachers, practical orientation, cooperative training mode of university mentor and high school mentor, three issued certifications (postgraduate diploma, professional degree's diploma and teacher's certification), which attracts a great deal of attention. Nevertheless, the Ed.M professional degree is still at the exploring period and therefore some problems exist, of which is the low professional identity of full-time Ed.M students. Increasing their professional identity exerts great influence to their pre-service professional development.
The thesis aims at researching on the current professional identity of full-time English Ed.M students, the approaches and methods to pre-service professional development. The research problems are as follows:1. the degree of professional identity of full-time English Ed.M students;2.what factors are influencing their professional identity and how the degree is;3. what methods or approaches can be adopted to increase their professional identity so as to foster their professional development.
The thesis researched on the professional identity of part of2010th full-time English Ed.M students with interviews and all the2011th full-time English Ed.M students with questionnaires in N normal university.The questionnaire results are analyzed with Excel. Meanwhile, a high school Ed.M mentor and an university Ed.M mentor as well as a postgraduate student of applied linguistics major were interviewed as well in order to explore their views about full-time English Ed.M students.
The research result reveals the professional identity of full-time English Ed.M students are at a moderate level. Along with the perfection of full-time Ed.M system, they have had better understanding of the full-time English Ed.M professional degree and adapted to the academic learning. However, they haven't paid enough efforts to learning; the external factors exert more influence on their professional identity (the design of each section of Ed.M degree, career prospect, the status of professional degree), which decreases their professional identity.
Therefore, as for Ed.M students, they should increase their overall skills and abilities by themselves; meanwhile, the Ed.M cultivating institutions ought to optimize the training mode of Ed.M and the Ed.M administration agencies should perfect the relevant policies so as to enhance their professional identity internally and externally.
引文
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Copper, L. R. (1990). Teachers as researchers:Attitudes, opinions and perceptions. Paper presented at the Annual Meeting of the American Educational Research Association. Boston, MA. ED 322 130
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Fuller,F.&O.Bown.(1975). Becoming a teacher. In K.Ryan(ed..).Teacher education. Chicago:University of Chicago Press
GaoYH.,Cheng,Y.,Zhao,Y.&Zhou,Y.(2005). Self-identity changes and English Learning among Chinese undergraduates.World Englishes,24(1),39-51.
Giddens,A.(1991).Modernity and self-identity.Cambridge:Polity Press
Goffman,E.(1959). Presentation of self in everyday life. New York:Doubleday Anchor books.
Kemmis, S.and R. McTaggart. (1982). The action research planner. Victoria, Australia:Deakin University Press.
Holmes Group. (1986).Tomorrow's Teachers. Michigan:Author.
Larrivee, Barbara (2000). "Transforming Teaching Practice:Becoming the critically reflective teacher". Reflective Practice,1 (3),293
Mead, G.H. (1934). Selections from mind, self and society. Chicago:University of Chicago Press
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Nias,J.(1984).The definition and maintenance of self in primary teaching. British In-Service Education,13(3),267-280.
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Siraj-Blatchford,I.(1993).Educational research and reform:Some implications for the professional identity of early year teachers.British Journal of Educational Studies, ⅩⅩⅪ.398-408.
Stryker,S.(1968).Identity salience and role performance:The performance of symbolic interaction theory for family research Journal of Marriage and the Family,30,558-564.
Surgue,C.(1997). Student Teachers'lay theories and teaching identities:Their implications for professional development. European Journal of Teacher Education,20(3).213-225.
Tajfel,H.(1982).Social psychology of intergroup relations. Annual Review of Psychology,33,1-39
Varghese,M.,Morgan,B.,Johnson,B.&Johnson,K.A.(2005).Theorizing language teach-r identity:Three perspectives and beyond. Journal of Language, Identity and Education,4(1),21-44.
Wallace,M.(1991).Training Foreign Language Teachers:A Reflective Approach. Cambridge:Cambridge University Press
Wenge,E.(1998). Communities of practice:Learning,meaning and identity. New York:Cambridge University Press.
Wu,Z.J.(2004). Being, understanding and naming:Teachers' life and work in harmony. International Journal of Educational Research, (41),307-323.
Zembylas,M.(2003).Caring for teacher emotion:Reflections on teacher self-development.Studies in Philosophy and Education,22(2),103-125.
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Belanger, J. (1992). Teacher as researcher:Roles and expectations. An annotated bibliography. ED 342 751
Bourdieu,P.(1989).Social space and symbolic power. Sociological Theory,7,14-25.
Burns,A.(1992). Teacher beliefs and their influence on classroom practice. Prospect 7(3),56-66.
Clemente,M.(2001).Teachers' attitude within a self-directed learning scheme. System,29(1),77-91.
Connelly,F.M.&Clandinin,D.J.(1999). Shaping a professional identity:Stories of education practice. London,ON:ALthouse Press.
Copper, L. R. (1990). Teachers as researchers:Attitudes, opinions and perceptions. Paper presented at the Annual Meeting of the American Educational Research Association. Boston, MA. ED 322 130
CUHK (2012,March 5).Introduction to General Education of CUHK.[Online website]. Retrieved from:http://www.cuhk.edu.hk/english/study/general-education.html
Day.C., Kingtona,A.,Stobartb G.& Sammonsa,P.(2006).Discourse and identity. Cambridge:CUP
Erickson,E.H.(1968). Identity:Youth and Crisis. New York:Norton.
Fessler,R.(1985). A model for teacher professional growth and development.In P.J. Burke&R.G.Heideman(eds.).Career-Long Teacher Education.Springfield, Illin-Ois:Charles C.Thomas.
Feesler, R& Christensen, J. (1992). The Teacher Career Cycle:Understanding and Guiding the Professional Development of Teachers. Boston:Allyn and Bacon
Fuller,F.&O.Bown.(1975). Becoming a teacher. In K.Ryan(ed..).Teacher education. Chicago:University of Chicago Press
GaoYH.,Cheng,Y.,Zhao,Y.&Zhou,Y.(2005). Self-identity changes and English Learning among Chinese undergraduates.World Englishes,24(1),39-51.
Giddens,A.(1991).Modernity and self-identity.Cambridge:Polity Press
Goffman,E.(1959). Presentation of self in everyday life. New York:Doubleday Anchor books.
Kemmis, S.and R. McTaggart. (1982). The action research planner. Victoria, Australia:Deakin University Press.
Holmes Group. (1986).Tomorrow's Teachers. Michigan:Author.
Larrivee, Barbara (2000). "Transforming Teaching Practice:Becoming the critically reflective teacher". Reflective Practice,1 (3),293
Mead, G.H. (1934). Selections from mind, self and society. Chicago:University of Chicago Press
Mitchell,A.(1997).Teacher identity:A key to increased collaboration. Action in Teacher Education,19(3),1-14.
Nias,J.(1984).The definition and maintenance of self in primary teaching. British In-Service Education,13(3),267-280.
Nixon, J. (1989). The teacher as researcher:Contradictions and continuities. Peabody Journal of Education,64(2),20-32.
Nixon,J.(1996).Professional identity and the restructuring of higher education, Studies in Higher Education,21 (1),5-16.
Norton,P. B.(1995). Social Identity investment, and language learning. TESOL quarterly,29(1),9-31.
Palmer.P.(1998). The courage to teach:Exploring the inner landscape of a teacher's Life. San Francisco:Jossy-bass Publishers
Richards,J.C.(1998).Beyond Training.Cambridge:Cambridge University Press,
Shulman,L.(1987). Knowledge and teaching:foundations of the new reform. Harvard Educational Review,(57),1-21
Siraj-Blatchford,I.(1993).Educational research and reform:Some implications for the professional identity of early year teachers.British Journal of Educational Studies, ⅩⅩⅪ.398-408.
Stryker,S.(1968).Identity salience and role performance:The performance of symbolic interaction theory for family research Journal of Marriage and the Family,30,558-564.
Surgue,C.(1997). Student Teachers'lay theories and teaching identities:Their implications for professional development. European Journal of Teacher Education,20(3).213-225.
Tajfel,H.(1982).Social psychology of intergroup relations. Annual Review of Psychology,33,1-39
Varghese,M.,Morgan,B.,Johnson,B.&Johnson,K.A.(2005).Theorizing language teach-r identity:Three perspectives and beyond. Journal of Language, Identity and Education,4(1),21-44.
Wallace,M.(1991).Training Foreign Language Teachers:A Reflective Approach. Cambridge:Cambridge University Press
Wenge,E.(1998). Communities of practice:Learning,meaning and identity. New York:Cambridge University Press.
Wu,Z.J.(2004). Being, understanding and naming:Teachers' life and work in harmony. International Journal of Educational Research, (41),307-323.
Zembylas,M.(2003).Caring for teacher emotion:Reflections on teacher self-development.Studies in Philosophy and Education,22(2),103-125.
安东尼·吉登斯著(1998).《现代性与自我认同》.(赵旭东、方文译).北京：三联书店
曹洋(2009).在职与与职前教师之信念调查研究(硕士论文).取自中国知网
杜志强,董芳(2012).全日制教育硕士的课程开发.《继续教育研究》 ,(2),114-11 5页
杜志强、董芳(2011).职业实践导向的全日制教育硕士课程开发. 《教育与职业》 ,(26),16-1 7页
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