摘要
本项多案例研究探讨中国高校35位新手外语教师如何处理和利用资源以获得专业发展,主要数据来源为深度访谈,辅以教师日志及其他书面数据。基于建构主义理论,本研究将资源利用视为教师专业发展的中介方式和中介过程,发现准备型、参与型和定制型3种资源利用类型。更为重要的是,当教师为解决具体问题寻求资源利用且自主性越强、与资源互动越积极,资源利用的效果就越好。研究进而提出了增强教师问题意识和改进机构管理的建议。
This multiple-case study aims to investigate how 35 novice university teachers in China process and utilize resources to promote professional development. It collects data mainly through prolonged individual interviews, with journal entries and other written protocols as supplements. Drawing on constructivist theories, the study analyzes resource utilization as both mediational means and process, and reveals three types of resources, i.e. preparational, participational and customizational resources, which are utilized in different ways by university teachers. More importantly, resource utilization can be most effectively optimized when teachers display a higher degree of autonomy deriving from their agency, and proactively engage with resources to resolve a specific problem situation by self-directed efforts. The study further puts forward suggestions of promoting teachers’ problem awareness and improving organizational management.
作者
徐浩
郇雅琦
XU Hao;HUAN Yaqi
出处
《外语界》
CSSCI
北大核心
2020年第2期35-42,共8页
Foreign Language World
基金
教育部人文社会科学重点研究基地重大项目“中国外语教育理论与实践创新研究”(批准号16JJD740002)的阶段性成果
中央高校基本科研业务费项目“以课例研究促进英语专业教学和教师可持续发展的实践探索”(编号2019JT001)
国家语委“十三五”科研规划2019年度中青班项目“‘一带一路’背景下高校非通用语教师队伍现状及专业发展路径研究”(编号YB135-136)的资助。
关键词
资源利用
高校教师
专业发展
中介方式
中介过程
resource utilization
university teachers
professional development
mediational means
mediational process
