摘要
采用个案研究的方法,通过从情态意义的角度分析一位无指导教师的英语专业实习生H的话语,试图了解非师徒式方式下实习教师身份认同发展的过程及其特点。结果表明:实习生H的教师身份认同经历了从稳固状态到"模糊和反思"状态的转变,且较长时间地处于后者;而在其身份认同重构的过程中,H能够选择更符合自己教学观的身份认同。案例研究表明:在当今较为普遍的师徒制实习模式中,指导教师应给实习生更多的自由空间,从而使实习生的教师身份认同更健康自然地发展。
A ease study was adopted from the perspective of modality to investigate the reconstruction of a preservice English teacher＇s （H＇s） teacher identity who had no instructors, in search of the process and features of preservice teachers＇ identity development under non mentoring system. The results suggest that the participant＇ s conceptions about teacher identity changed from a rigid state in the beginning to the space of ambiguity and reflection, and lasted relatively longer in the latter process. Besides, in the reconstruction of her teacher identity, H was able to choose an identity that was more consistent with her outlook on teaching. ＂lifts study reveals that under the present regular mentoring practice mode, instructors should give preservice teachers more free space, which allows their teacher identifies to develop in a more healthy and natural way.
出处
《教育与教学研究》
2013年第9期40-43,共4页
Education and Teaching Research
关键词
教师教育
情态意义
实习教师
身份认同
教育实习
Teacher education
modality
preservice teacher
teacher identity
educational practice
