新课改背景下高中英语教师专业发展困惑的叙事探究
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摘要
新课程改革正如火如荼地进行,也为教师的专业发展提供了契机。而人们也越来越深刻地认识到,教师在新课程改革乃至教育改革中的重要地位。教师专业发展也反过来作用于新课程改革,是新课改能否得以顺利实施的关键。
本研究以三位高中英语教师为研究对象,采用了叙事探究和生活史的手法,历时一年,通过采访,包括电话采访,非结构性访谈,观察,口述生活史等,尽可能呈现真实的场景,还原历史真相,“回归事物本身”。研究发现,新课改给教师专业发展提供了契机的同时,也给教师带来了很多的压力和困惑。新的课程改革会带来许多新的问题,新的情况,本文采用了在质的研究中叙事探究的方法来揭开这些故事、事件背后的真实,从而揭示教师专业发展中的困惑。
本文分为六个部分。第一部分主要介绍本研究的缘起和意义,介绍相关背景；第二部分主要是在对相关文献的分析,理清了教师培训、教师教育、教师发展等概念之间的区别和联系,以及教师专业发展的内涵,进而上升到研究教师专业发展的重要性；第三部分重点介绍了本文的研究方法,以及选择质的研究方法的原因以及资料的收集过程；第四部分呈现了相关资料,为进一步分析高中英语教师专业发展中的困惑提供有力证据：第五部分主要是基于相关数据的分析,发现教师专业发展中的困惑可概括为内外两种因素,内部因素有对自身,对知识,对学生,对教材和教学的认识和了解,外部因素为考试,学校,社会等；最后运用马斯洛的需要层次理论分析出现这些困惑或者问题的原因：第六部分是本研究的结论,同时也指出本研究的局限,以及对教师专业发展的研究还要继续进行下去。
The new curriculum reform is prosperous, and it also provides opportunities for the teachers to promote their professional development. It is well known that teachers play important roles in implementing the new curriculum reform. They are even the crucial factor.
This study takes three senior middle school English teachers as participants and it takes me about a year to keep in connection with the participants to interview (including online chat, telephone interview), observe, and listen to their life history. Narrative inquiry and life history could present the life scene, going "back to things themselves". This study finds out that the new curriculum reform brings opportunities as well as challenges to the teachers. The new difficulties will come up with the implementing of the new curriculum reform, and narrative inquiry is used to explore and reveal the challenges and difficulties behind the stories.
This paper is divided into 6 parts. Chapter One mainly introduces the origin, significance and background of the study. Chapter Two is the literature review, which tries to summarize the relationship among teacher training, teacher education, teacher development, and the connotation of teacher development, and then to find out the importance of research into teacher professional development. In Chapter Three, research methods are introduced in detail, and it also presents the reason why qualitative research method is applied, especially the narrative inquiry and life history as well as the procedure of data collection. In Chapter Four the data are presented, and it is also a discussion of senior middle school English teachers'challenges. Chapter Five is data analysis and it finds that the challenges can be divided into two kinds of factors:the internal and the external. The internal factors mainly include the understanding of teachers themselves, the understanding of students, and the understanding of teaching and textbooks; the external factors mainly include the stress from examinations, schools, and the society. And at the end of this part, Maslow:s hierarchy of needs is adopted to analyze teachers" challenges. Chapter Six is the conclusion of this study:what challenges the new curriculum reform has brought to the teachers and how to deal with them. But this study only touches the tip of the iceberg; further study is well worth carrying out.
本研究以三位高中英语教师为研究对象,采用了叙事探究和生活史的手法,历时一年,通过采访,包括电话采访,非结构性访谈,观察,口述生活史等,尽可能呈现真实的场景,还原历史真相,“回归事物本身”。研究发现,新课改给教师专业发展提供了契机的同时,也给教师带来了很多的压力和困惑。新的课程改革会带来许多新的问题,新的情况,本文采用了在质的研究中叙事探究的方法来揭开这些故事、事件背后的真实,从而揭示教师专业发展中的困惑。
本文分为六个部分。第一部分主要介绍本研究的缘起和意义,介绍相关背景；第二部分主要是在对相关文献的分析,理清了教师培训、教师教育、教师发展等概念之间的区别和联系,以及教师专业发展的内涵,进而上升到研究教师专业发展的重要性；第三部分重点介绍了本文的研究方法,以及选择质的研究方法的原因以及资料的收集过程；第四部分呈现了相关资料,为进一步分析高中英语教师专业发展中的困惑提供有力证据：第五部分主要是基于相关数据的分析,发现教师专业发展中的困惑可概括为内外两种因素,内部因素有对自身,对知识,对学生,对教材和教学的认识和了解,外部因素为考试,学校,社会等；最后运用马斯洛的需要层次理论分析出现这些困惑或者问题的原因：第六部分是本研究的结论,同时也指出本研究的局限,以及对教师专业发展的研究还要继续进行下去。
The new curriculum reform is prosperous, and it also provides opportunities for the teachers to promote their professional development. It is well known that teachers play important roles in implementing the new curriculum reform. They are even the crucial factor.
This study takes three senior middle school English teachers as participants and it takes me about a year to keep in connection with the participants to interview (including online chat, telephone interview), observe, and listen to their life history. Narrative inquiry and life history could present the life scene, going "back to things themselves". This study finds out that the new curriculum reform brings opportunities as well as challenges to the teachers. The new difficulties will come up with the implementing of the new curriculum reform, and narrative inquiry is used to explore and reveal the challenges and difficulties behind the stories.
This paper is divided into 6 parts. Chapter One mainly introduces the origin, significance and background of the study. Chapter Two is the literature review, which tries to summarize the relationship among teacher training, teacher education, teacher development, and the connotation of teacher development, and then to find out the importance of research into teacher professional development. In Chapter Three, research methods are introduced in detail, and it also presents the reason why qualitative research method is applied, especially the narrative inquiry and life history as well as the procedure of data collection. In Chapter Four the data are presented, and it is also a discussion of senior middle school English teachers'challenges. Chapter Five is data analysis and it finds that the challenges can be divided into two kinds of factors:the internal and the external. The internal factors mainly include the understanding of teachers themselves, the understanding of students, and the understanding of teaching and textbooks; the external factors mainly include the stress from examinations, schools, and the society. And at the end of this part, Maslow:s hierarchy of needs is adopted to analyze teachers" challenges. Chapter Six is the conclusion of this study:what challenges the new curriculum reform has brought to the teachers and how to deal with them. But this study only touches the tip of the iceberg; further study is well worth carrying out.
引文
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Cui. H. G. (2008). A narrative inquiry into three English teachers'experiences. Harbin:Harbin Institute of Technology Press.
Dall'Alba, G,& Sandberg, J. (2006). Unveiling professional development:A critical review of stage models. Review of Educational Research,76,383-412.
Denzin, N. (1984). On understanding emotion. San Francisco:Jossey-Bass.
Denzin. N. (1989). Interpretive biography. California:Sage.
Dewey. J. (1938). Experience and Education. Illinois:Open Court.
Doyle, W.& Carter, K. (2003). Narrative and Learning to Teach:Implications for Teacher-education Curriculum. Curriculum Studies,35(2),129-137.
Fullan. M. (1991). The new meaning of educational change. New York:Teacher College Press.
Fullan, M. (1995). The limits and the potential of professional development. In T. R. Guskey,& M. Huberman (Eds.), Professional development in education:New paradigms and practices. New York:Teachers College Press.
Fullan, M.& Hargreaves, A. (1996). What's worth fighting for in your school? New York:Teachers College Press.
Gao, X. S. (2008). Teachers'professional vulnerability and cultural tradition:A Chinese paradox. Teaching and Teacher Education.24,154-165.
Gebhard, J. G. (1998). Second language teacher development and Korea. The Korea TESOL Journal,1,1-10.
Goodson, I.& Sikes, P. (2001). Life-story in research settings:Learning from lives. Buckingham and Philadelphia:Open University Press.
Group, H. (1990). Tomorrow's schools:Principles for the design of professional development schools. East Lansing, MI:Author.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher,15,5-12.
Guskey, T. R. (2000). Evaluating professional development. Thousad Oaks, California: Corwin Press Inc.
Hargreaves, A. (1995). Development and desire:A postmodern perspective. In T. R. Guskey,& M. Huberman (Eds.), Professional development in education:New paradigms and practices. New York:Teachers College Press.
Hargreaves, A.& Fullan, M. G. (1992). Understanding Teacher Development. New York:Teachers College Press.
Harris, D. G. (1988). Faculty and administration perceptions of post-secondary. occupational staff development. DAI,47(2),506A, (University Microfilms No. AAC85-27871).
Hatch, J. A.& Wisniewski. (1995). Life-history and narrative. London:The Falmer Press.
Huang. Y. L. (2006). Foreign language teaching in theory and practice. Kaifeng: Henan University Press.
Janet. A. S., Donald B. I.& Beverly A. D. (1987). New York:West Publishing Company, [EB/OL]. (Unknown updates date) [2010-11-27]. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/ma slow.htm.
Johnson, K. E.& Golombek, P. R. (2002). Teacher's narrative inquiry as professional development. Cambridge:Cambridge University Press.
Kvale, S. (1996). Interviews:An introduction to qualitative research interviewing. California:Sage Publications.
Lange, D. (1990). A blueprint for a teacher development program. In J. C. Richards & D. Nunan (Eds.) Second Language Teacher Education. Cambridge:Cambridge University Press,245-268.
Lieberman, A.,& Miller, L. (1990). Teacher development in professional practice schools. Teachers College Record,92(1),105-122.
Liu, D. (1998). Ethnocentrism in TESOL:Teacher education and the neglected needs of international TESOL students. ELT Journal,52(1),3-10.
Lortie, D. (1975). Scholarteacher:A sociological study. Chicago:University of Chicago Press.
Maykut, P.& Morehouse, R. (1994). Being qualitative research:A philosophic and practical guide. London:Rougledge Falmer.
Miles, M. B. (1995). Foreword. In T. R. Guskey & M. Huberman (Eds.), Professional development in education:New paradigms and practices. New York:Teachers College Press.
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