学位论文 > 优秀研究生学位论文题录展示

Exploring Student Teachers\' Construction of Teacher Identity under Mentors\' Influences during Practicum Period: A Case Study

作　者: 钟华
导　师: 黄爱凤
学　校: 浙江师范大学
专　业: 课程与教学论
关键词: 实习生指导教师教师身份认同自我感知话语分析行动识别
分类号: G424.4
类　型: 硕士论文
年　份: 2007年
下　载: 171次
引　用: 0次
阅　读: 论文下载

内容摘要

在教师发展的各种理论中,认为教学的本质是一种存在状态而不仅是行事方式或行动方式的意识形态给教育实习领域带来新的思索。研究文献表明,在教育实习阶段,教师个体的自我感知和有意识的建立良好的对自我的感知是非常重要的(Tusin,1999;McLean,1999),而建构教师的自我是一个复杂的过程,它涉及到个体和社会的因素(Danielewicz,2001;Britzman,1999)。波瑞彻的自我感知层次论、韩礼德分析语言的系统功能语法理论和温格纳等分析行为的行动识别理论为本研究提供了理论框架,分别从自我感知、言和行三个层面探讨教师身份认同的建构。后两者并同时提供了分析言和行的分析框架。由于对教育实习阶段实习生发展的关注,本研究试图利用个案的研究方法对国内普遍实行的教育实习实践进行研究,旨在回答(1)该实习生在实习过程中建立了什么样的教师身份认同?(2)指导老师的指导如何对这一建立过程产生影响?本个案研究选择了在某大学英语教育专业学习了三年后,进入一合作中学参与英语教育实习的某一实习生和她的指导老师为研究对象。通过对该实习生及指导老师进行访谈、摘录实习生的教学日志和本研究者记录的听课笔记以及对指导老师进行实习指导的观察,本研究者收集了大量数据并对其进行分析。结果显示,该实习生在实习过程中建立了一定的教师身份认同。她作为一个角色扮演者而非角色承担者,一个教师权威寻求者同时又是权威追随者进行课堂教学实践。在身份认同建构过程中,实习生该如何定位自我的进退维谷的局面和她遭遇权威问题时的困惑凸显出来。在实践过程中,该实习生的言和行都指出其指导老师对其身份认同形成的影响。研究结果进一步显示,指导老师强势的指令性语气以及对实习生教学策略的否定,作为教学权威干涉性的指导行为,本身追随权威的示范作用都对实习生形成上述教师身份认同造成了影响。基于以上的分析,本研究对改善教育实习提出了建议,即给实习生提供更多的课堂自我决策的空间并在实习生和指导老师间建立一种更有成效的权力关系。

全文目录

Acknowledgements  3-4
Abstract  4-6
摘要  6-7
Notes on Transcriptions  7-8
Table of Contents  8-10
Chapter 1 Introduction  10-16
  1.1 Origin of the Study  10-11
  1.2 Rationale of the Study  11-13
  1.3 Research Questions  13-14
  1.4 Significance of the Study  14
  1.5 Layout of the Thesis  14-16
Chapter 2 Literature Review  16-30
  2.1 Understanding Identity  16-19
    2.1.1 Psychological Perspective  16-17
    2.1.2 Interactionist Perspective  17-18
    2.1.3 Summary  18-19
  2.2 Understanding Teacher Identity  19-30
    2.2.1 Teachers Professional Self  19-21
    2.2.2 Construction of Teacher Identity  21-26
      2.2.2.1 Construction of Teacher Identity through Perception of Self  21-23
      2.2.2.2 Construction of Teacher Identity in Practice and Action  23-24
      2.2.2.3 Construction of Teacher Identity in Discourse  24-26
    2.2.3 Factors Influencing the Construction of Teacher Identity  26-29
      2.2.3.1 Mentors' Acceptance  26-27
      2.2.3.2 Mentors' Discourse and Action  27-28
      2.2.3.3 Mentors as Role Models  28-29
    2.2.4 Summary  29-30
Chapter 3 Theoretical Framework  30-38
  3.1 Theory of Sense of Self  30-33
  3.2 Action Identification Theory  33-35
  3.3 Systemic Functional Grammar  35-37
  3.4 Summary  37-38
Chapter 4 Methodology  38-42
  4.1 Method  38-39
  4.2 Subjects  39-40
  4.3 Data Collection  40
  4.4 Data Analysis  40-42
Chapter 5 Results and Discussion  42-76
  5.1 Teacher Identity to Be Constructed  42-62
    5.1.1 Sense of Bodily Self: Seeker for Her Own Teacher Authority  42-45
    5.1.2 Sense of Self-identity: Role-player rather than Role-taker  45-50
    5.1.3 Sense of Self-extension: Follower of Authority  50-55
    5.1.4 Sense of Self-esteem: Changing from High to Low Self-esteem  55-58
    5.1.5 Sense of Self-image: Both A Seeker and Follower  58-61
    5.1.6 Summary  61-62
  5.2 The Influences of Mentor's Instruction on the Construction of Teacher Identity  62-76
    5.2.1 Interfering Actions Influencing Jane's Teacher Identity as a Role-player  63-65
    5.2.2 The Mentor's Role Modeling Function Influencing Jane's Teacher Identity as a Seeker for Her Own Authority  65-70
    5.2.3 The Combined Efforts of Instruction in Strong Mood and the Refusal of Jane's voice Influencing Jane's Teacher Identity as a Follower of Authority  70-74
    5.2.4 Summary  74-76
Chapter 6 Conclusions and Implications  76-80
  6.1 Major Findings  76
  6.2 Implications  76-79
  6.3 Limitations  79-80
Bibliography  80-87
Appendix I Extracts from Transcription of Interview  87-93
Appendix II Extracts from Transcription of Field Notes  93-97
Appendix III Extracts from Transcription of Mentoring  97-103
Appendix IV Samples of Jane's Teaching Journals  103-107
攻读硕士学位期间发表的论文  107-109

Exploring Student Teachers\' Construction of Teacher Identity under Mentors\' Influences during Practicum Period: A Case Study

内容摘要

全文目录

相似论文