隨著越來(lái)越多的教育實(shí)證研究采用社會(huì)文化視角闡釋現(xiàn)象,教師工作和生活已成為研究者日益關(guān)注的領(lǐng)域。我國(guó)英語(yǔ)教師梯隊(duì)中女性教師占絕大多數(shù),然而聚焦女性教師的研究相對(duì)匱乏。教師能動(dòng)性是教師作為認(rèn)知和實(shí)踐的主體不斷進(jìn)行選擇、控制、行動(dòng)和反思,從而對(duì)教學(xué)活動(dòng)、職業(yè)發(fā)展和課程改革施加影響的過(guò)程。為拓展對(duì)教師能動(dòng)性的認(rèn)識(shí),尤其是女性教師如何在職業(yè)生涯中發(fā)揮自己的職業(yè)能動(dòng)性,本項(xiàng)質(zhì)性案例研究在探尋、分析和闡釋了上海市某高校三位女性英語(yǔ)教師的教學(xué)、科研及教師學(xué)習(xí)活動(dòng),以期揭示她們的職業(yè)能動(dòng)性在其教師職業(yè)發(fā)展歷程中的作用�；谘芯繂�(wèn)題（參與教師發(fā)揮職業(yè)能動(dòng)性的方式及其與社會(huì)情境積極互動(dòng)的過(guò)程）和在文獻(xiàn)綜述基礎(chǔ)上產(chǎn)生的理論框架,本研究首先邀請(qǐng)了上海市某高校的九名女性英語(yǔ)教師參與了敘事問(wèn)卷的填寫,并在問(wèn)卷基礎(chǔ)上進(jìn)一步篩選了三位教師參與主體研究,采用隱喻法和時(shí)間軸方法收集背景信息,半結(jié)構(gòu)化訪談法和課堂觀察法探索核心問(wèn)題,文本資料收集和網(wǎng)絡(luò)志方法予以補(bǔ)充,將不同形式的數(shù)據(jù)進(jìn)行了匯總和轉(zhuǎn)寫。通過(guò)計(jì)算機(jī)輔助的質(zhì)性數(shù)據(jù)分析方法對(duì)所獲資料開展的主題分析,深入剖析了參與教師在職場(chǎng)活動(dòng)中發(fā)揮其職業(yè)能動(dòng)性的方式和特點(diǎn),并討論了影... 

【文章來(lái)源】：上海外國(guó)語(yǔ)大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：377 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research background
    1.2 Personal motivation
    1.3 Statement of purpose
    1.4 Scope of the study
    1.5 Significance of the study
    1.6 Overview of the dissertation
Chapter Two Literature Review
    2.1 Introduction
    2.2 Studies on teachers
        2.2.1 Teacher research:Necessities and significances
        2.2.2 Beliefs and practices:The duality of teacher research
        2.2.3 Teaching,research,and teacher learning:The realization of teacherdevelopment
    2.3 Studies on teacher agency
        2.3.1 Delineating related issues:Teacher agency,teacher identity,andbeyond
        2.3.2 Reviewing empirical studies on teacher agency:Findings andachievements
        2.3.3 Focusing on language teacher agency:Current issues and foci of thepresent study
    2.4 Studies on female teachers'professional development
        2.4.1 From entries to exits:Different stages in a teaching career
        2.4.2 Gender identity,work-life balance,and female teacher agency
        2.4.3 From survival to thrival:Female teachers'professional development
    2.5 Summary
Chapter Three Theoretical Framework
    3.1 Introduction
    3.2 Theorizing agency
        3.2.1 The chordal triad of agency
        3.2.2 Facets of agency:Beliefs,competence,and personality
        3.2.3 Modes of agency:Individual,proxy,and collective
    3.3 Theoretical perspectives
        3.3.1 Self-discrepancy theory
        3.3.2 Positioning theory
        3.3.3 Life course theory
        3.3.4 Bioecological perspectives on human development
        3.3.5 The pertinence of the above-mentioned theories to the current study
    3.4 The social turn of language teachers'professional development
        3.4.1 Micro factors:Personal level
        3.4.2 Mezzo factors:Interpersonal level
        3.4.3 Macro factors:Social level
    3.5 A tentative theoretical framework
    3.6 Defining key terms in this study
        3.6.1 EFL teachers'professional development
        3.6.2 EFL teachers'professional agency
        3.6.3 EFL teachers'agency beliefs
        3.6.4 EFL teachers'agency competence
        3.6.5 EFL teachers'agency inclination
    3.7 Summary
Chapter Four Research Methodology
    4.1 Introduction
    4.2 The methodological approach
        4.2.1 Normative worldviews vs.interpretive worldviews
        4.2.2 Quantitative,qualitative,and mixed-methods approach
        4.2.3 Qualitative methods to fit the purpose of the study
    4.3 The research setting
    4.4 Participants
        4.4.1 Identification of the participants
        4.4.2 Biographical vignettes of the participants
    4.5 Data collection
        4.5.1 Overview of the data collection
        4.5.2 Background information
        4.5.3 Qualitative interviews
        4.5.4 Observation
        4.5.5 Documents and artifacts
    4.6 Data analysis
        4.6.1 Rationale for data analysis
        4.6.2 Transcribing the data
        4.6.3 Analyzing the data
    4.7 Trustworthiness and ethical issues
        4.7.1 Trustworthiness
        4.7.2 Ethical considerations
    4.8 The researcher's perspective
        4.8.1 The researcher's identity
        4.8.2 The researcher's role
        4.8.3 The co-construction of relationships
    4.9 Methodological limitations
        4.9.1 Limitations
        4.9.2 Delimitations
    4.10 Summary
Chapter Five The Spinning Top:Zoey's Aspirations to Reach New Heights inCareer
    5.1 Introduction
    5.2 Zoey's profile
    5.3 Zoey's agency beliefs:Her epistemic cognition
        5.3.1 Skills and horizons:Zoey's agency beliefs in teaching
        5.3.2 Faiths and rigor:Zoey's agency beliefs in research
        5.3.3 An unremitting pursuit:Zoey's agency beliefs in teacher learning
    5.4 Zoey's agency competence:Her enacted behavior
        5.4.1 Adapting and experimenting:Zoey's agency competence in teaching
        5.4.2 Shifting and positioning:Zoey's agency competence in research
        5.4.3“I always pushed myself forward”:Zoey's agency competence inteacher learning
    5.5 Zoey's agency inclination:Her attitudes and emotions
        5.5.1 Morality and affinity:Zoey's agency inclination in teaching
        5.5.2 Being painful and pleasurable:Zoey's agency inclination in research
        5.5.3“Self-regulation makes me free”:Zoey's agency inclination in teacherlearning
    5.6 Contextual influences on Zoey's professional agency
        5.6.1 Individual dimension:Attributes and capabilities
        5.6.2 Proximal dimension:Significant others
        5.6.3 Distal dimension:Macro-social conditions
    5.7 Chapter discussion and summary
Chapter Six The Rainbow:Wendy's Delicate Emotions to Mediate between herProfessional Beliefs and Practices
    6.1 Introduction
    6.2 Wendy's profile
    6.3 Wendy's agency beliefs:Her epistemic cognition
        6.3.1 The pursuit of craftsmanship:Wendy's agency beliefs in teaching..
        6.3.2 Indispensable for teacher development:Wendy's agency beliefs inresearch
        6.3.3 To live,to learn:Wendy's agency beliefs in teacher learning
    6.4 Wendy's agency competence:Her enacted behavior
        6.4.1 Learning and innovating:Wendy's agency competence in teaching.
        6.4.2 Better late than never:Wendy's agency competence in research
        6.4.3 Making the best use of multiple resources:Wendy's agencycompetence in teacher learning
    6.5 Wendy's agency inclination:Her attitudes and emotions
        6.5.1 Commitment and democracy:Wendy's agency inclination in teaching
        6.5.2 Vulnerability and courage:Wendy's agency inclination in research.
        6.5.3 Persistence and optimism:Wendy's agency inclination in teacherlearning
    6.6 Contextual influences on Wendy's professional agency
        6.6.1 Individual dimension:Attributes and capabilities
        6.6.2 Proximal dimension:Significant others
        6.6.3 Distal dimension:Macro-social conditions
    6.7 Chapter discussion and summary
Chapter Seven The Sunshine:Linda's Unremitting Efforts to Boost herProfessional Achievement
    7.1 Introduction
    7.2 Linda's profile
    7.3 Linda's agency beliefs:Her epistemic cognition
        7.3.1 Language skills plus liberal arts:Linda's agency beliefs in teaching
        7.3.2 Nothing but perseverance:Linda's agency beliefs in researchengagement
        7.3.3 Enough input to ensure output:Linda's agency beliefs in teacherlearning
    7.4 Linda's agency competence:Her enacted behavior
        7.4.1 Multi-dimensional paths leading to innovations:Linda's agencycompetence in teaching
        7.4.2 Personal interests and research gaps:Linda's agency competence inresearch
        7.4.3 Horizon and cooperation through visiting study:Linda's agencycompetence in teacher learning
    7.5 Linda's agency inclination:Her attitudes and emotions
        7.5.1 A dissonant dance of self-efficacy and mid-career burnout:Linda'sagency inclination in teaching
        7.5.2 Confidence,concentration,and cooperation:Linda's agencyinclination in research
        7.5.3 Insights,autonomy,and self-directedness:Linda's agency inclinationin teacher learning
    7.6 Contextual influences on Linda's professional agency
        7.6.1 Individual dimension:Attributes and capabilities
        7.6.2 Proximal dimension:Significant others
        7.6.3 Distal dimension:Macro-social conditions
    7.7 Chapter discussion and summary
Chapter Eight Discussion
    8.1 Introduction
    8.2 To infuse practices into aspirations:The manifestation of female EFLteachers'professional agency
        8.2.1 The rhetoric of professional aspirations:Female EFL teachers'agencybeliefs
        8.2.2 The reality of career development:Female EFL teachers'agencycompetence
        8.2.3 The tendency to engage in agentic actions:Female EFL teachers'agency inclination
    8.3 Ideals and interdicts:Female EFL teachers'agency situated in theirprofessional landscape
        8.3.1 Personal attributes and capabilities:An individual perspective
        8.3.2 Interpersonal relations and institutional environment:A proximalperspective
        8.3.3 Society,culture,and the zeitgeist:A distal perspective
    8.4 Female EFL teachers'professional agency:The interaction with theirgendered agency
    8.5 Clusters of female teachers'professional agency:A data-driven model
    8.6 Summary
Chapter Nine Conclusions and Implications
    9.1 Introduction
    9.2 Major findings of the research
    9.3 Major contributions of the research
    9.4 Limitations and directions for future research
    9.5 Epilogue:An Odyssey of discovery in a qualitative research
References
Appendices
Appendix A:The invitation letter
Appendix B:The informed consent form
Appendix C:Sample of the narrative frames
Appendix D:Sample of the concept maps
Appendix E:Sample of the metaphors
Appendix F:Sample of the narrated key events
Appendix G:The interview guide
Appendix H:Sample transcription of the interview
Appendix I:Sample transcription of the classroom observation
Appendix J:Sample of the data analysis protocol
Appendix K:Naming codes for the data collected
Appendix L:Sample of the field note pages
Appendix M:Sample of the netnographic observation



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