同伴互助视域下英语教师专业发展的叙事探究

发布时间：2018-11-09 19:30

【摘要】：教师同伴互助作为一种以学校为基地、以教师为本位的原生态教师专业发展形式,越来越受到教育专家的关注和各级学校的重视。然而,在现今的学校操作实践中,同伴互助大多以一种经验式的方式存在,还未形成一种体制,有待于更多深层次的研究。本研究就这一热点问题展开,旨在探索职业学校英语教师在专业生活中经历着怎样的同伴互助过程,对其专业发展产生了何种影响,以及这些影响产生的深层次原因。本研究在浙江某县的N职业学校进行,选取该校的Lily老师为个案,采用叙事探究和个案故事法,通过课堂观察,深度访谈,阅读教学日志、教学反思、有关教研活动计划的文件和相关活动记录等方式收集数据,对Lily老师的教师专业活动进行深入的探究,通过办公室同事对话、小组备课、教研组“同课异构”活动、校本课题研究和校际教学交流等五个不同空间维度的故事再现其经历的教师同伴互助活动。以此为基础,分析在同伴互助过程中Lily老师在思想和行为等方面的变化,所得结论是教师同伴互助能有效促进教师专业知识的扩充,专业能力的提高和专业情感的加强。同时指出这个过程也受其他因素的影响,如：教师的个人特质,教师专业群体的合作氛围以及来自学校的支持等。最后在个案研究的基础上,本论文又回归理论之高度,阐述了教师同伴互助过程中存在的问题,并提出相应完善的建议,以期能给其他教师的专业成长之路提供借鉴。本论文分为六个部分。第一部分主要介绍本研究的缘起、研究目的和意义。第二部分主要是对相关文献的梳理,包括对同伴互助和教师专业发展的相关文献的梳理。第三部分主要介绍了本文的研究问题、研究对象、研究方法以及资料收集和分析的过程。第四部分通过故事的形式从五个不同空间维度呈现了研究对象所经历的教师同伴互助过程。第五部分是对数据的分析和讨论,主要分析第四部分中所呈现的教师同伴互助活动对该教师的专业知识,专业能力和专业情感三方面的影响,并分析、总结出这些影响产生的深层次原因。第六部分阐述本研究的结论、同伴互助过程中存在的问题,提出相关建议,并指出本研究的局限。
[Abstract]:As a form of professional development of teachers based on schools and teachers, peer mutual assistance of teachers has been paid more and more attention by educational experts and schools at all levels. However, in the practice of school operation nowadays, peer mutual assistance exists in an empirical way, and a system has not been formed yet, which needs more and more deep research. The purpose of this study is to explore how English teachers in vocational schools experience the process of peer assistance in their professional life, what impact they have on their professional development, and the underlying causes of these effects. This study was carried out in N Vocational School in a county of Zhejiang Province. The Lily teacher of the school was selected as a case study. The method of narrative inquiry and case story was adopted. Through classroom observation, in-depth interview, reading teaching log, teaching reflection, Collecting data about the plan of teaching and research activities, collecting data, deeply exploring the teachers' professional activities of Lily teachers, conducting dialogue with colleagues in the office, preparing classes in groups, and teaching and research group's "isomerism of classes" activities. School-based research and interschool teaching communication, such as five different spatial dimensions of stories to reproduce their experiences of peer assistance activities. On this basis, this paper analyzes the changes of Lily teachers' thoughts and behaviors in the process of peer assistance. The conclusion is that teacher peer assistance can effectively promote the expansion of teachers' professional knowledge, the improvement of professional ability and the strengthening of professional emotion. It is also pointed out that this process is influenced by other factors, such as the teacher's personal characteristics, the cooperative atmosphere of the teachers' professional group and the support from the school. Finally, on the basis of the case study, this paper goes back to the height of theory, expounds the problems existing in the process of teacher peer mutual assistance, and puts forward corresponding perfect suggestions, in order to provide reference for other teachers' professional growth. This paper is divided into six parts. The first part mainly introduces the origin, purpose and significance of this study. The second part is the related literature, including peer help and teacher professional development related literature combing. The third part mainly introduces the research problems, research objects, research methods and the process of data collection and analysis. The fourth part presents the process of teacher peer support from five different dimensions through the form of story. The fifth part is the analysis and discussion of the data. It mainly analyzes the influence of the teacher's peer mutual assistance activities on the teacher's professional knowledge, professional ability and professional emotion. The deep causes of these effects are summarized. The sixth part describes the conclusions of this study, the problems in the process of peer assistance, puts forward relevant suggestions, and points out the limitations of this study.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G715.1

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