SETT框架下初中英語新手教師專業(yè)發(fā)展的案例研究
發(fā)布時(shí)間:2021-08-14 16:24
近年來,課堂互動的重要作用引起了廣泛關(guān)注。介于語言課堂的動態(tài)特性和復(fù)雜性,英語教師需要提高觀察、分析和評估教師話語的能力與知識。因此,英語教師的互動意識是教學(xué)實(shí)踐知識中不可或缺的一個(gè)部分;赪alsh(2006)提出的“教師話語自我評估”(SETT)框架,本文旨在探究初中英語新手教師話語的互動特征,評估SETT反思實(shí)踐循環(huán)對教師專業(yè)發(fā)展的作用及其可操作性。為此目的,六名初中英語新手教師參與此研究。其中四位接受了有關(guān)如何使用SETT框架分析教師話語的培訓(xùn)并開展了三次SETT反思循環(huán)實(shí)踐,另兩位照常接受上海市中小學(xué)見習(xí)教師規(guī)范化培訓(xùn),沒有參與SETT反思實(shí)踐。研究數(shù)據(jù)從SETT反思實(shí)踐中所收集,包括拍攝和轉(zhuǎn)錄教學(xué)短視頻、分析教師話語的互動特征、與其他新手教師討論話語使用情況及撰寫反思日記。筆者通過扎根理論對定性數(shù)據(jù)進(jìn)行對比和編碼,圍繞研究問題由次及主地分組并與研究對象核查。同時(shí),定性數(shù)據(jù)以不同組別的描述性數(shù)據(jù)及其占比形式進(jìn)行量化,所得結(jié)果通過摘選教學(xué)視頻轉(zhuǎn)錄文字和反思日記中的片段展開詳細(xì)分析。研究結(jié)果表明:(1)關(guān)于模式的分布情況,學(xué)習(xí)材料模式在課堂中占主導(dǎo)地位,包括展示性問題和教師重復(fù)...
【文章來源】:上海師范大學(xué)上海市
【文章頁數(shù)】:114 頁
【學(xué)位級別】:碩士
【文章目錄】:
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Research Background
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Teacher Talk
2.1.1 The Definition of Teacher Talk
2.1.2 The Features of Teacher Talk
2.1.3 Teacher Talk and Learning Opportunities
2.2 Novice English Teacher Professional Development
2.2.1 The Definition of Novice Teacher
2.2.2 A Gap between Theoretical Research and Professional Practice
2.2.3 Teacher Talk and Teacher Development
2.3 Classroom Interaction
2.3.1 The Nature of Classroom Interaction
2.3.2 Classroom Interactional Competence (CIC)
2.3.3 The Features of CIC
2.3.4 CIC and Teacher Development
2.4 SETT Framework and Critical Reflective Practice
2.4.1 Modes
2.4.2 Interactional Features
2.4.3 The Use of the SETT Framework
2.4.4 Critical Reflective Practice Cycle through the SETT Framework
2.5 Relevant Studies of Teacher Talk and Classroom Interaction
2.5.1 Relevant Studies Abroad
2.5.2 Relevant Studies at Home
Chapter 3 Research Methodology
3.1 Research Contents
3.2 Research Questions
3.3 Research Participants
3.4 Research Methods and Instruments
3.4.1 Video Recording and Transcription
3.4.2 SETT Framework and Key
3.4.3 Stimulated Recall Procedure
3.4.4 Reflective Diaries
3.4.5 Semi-structured Interviews
3.4.6 Data Collection Procedures
3.5 Data Analysis Procedures
Chapter 4 Results and Discussion
4.1 Summary of Novice Teachers' Lesson Observations
4.2 Analysis of Modes and Interactional Features
4.2.1 Distribution of Four Modes
4.2.2 Identification of Modes
4.2.3 Identification of Interactional Features
4.2.4 Constructive or Obstructive Features of Teacher Talk
4.3 The Novice Teacher's Perceptions of the SETT RP Cycle
4.3.1 Perceptions of the SETT Framework
4.3.2 Perceptions of the Reflective Practice
4.3.3 Challenges Confronted
4.4 The Effects of SETT RP Cycle on the Novice Teachers' ProfessionalDevelopment
4.4.1 The Increased Awareness in Teaching
4.4.2 The Evidence of the Professional Development
Chapter 5 Conclusion
5.1 Major Findings
5.1.1 The Distribution of Modes and Interactional Features
5.1.2 The Relationship Between Teacher talk and Learning Potential
5.1.3 Teacher Professional Development Through the SETT RP Cycle
5.2 Implications for Teaching and Teacher Education
5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix A Instructions for Using the SETT Framework
Appendix B Transcription Analysis
Appendix C Participants Training Handbook
Acknowledgements
【參考文獻(xiàn)】:
期刊論文
[1]動態(tài)語境中的英語課堂互動話語模式[J]. 李秀. 教學(xué)與管理. 2017(27)
[2]《課堂話語和教師發(fā)展》述評[J]. 劉文靜. 英語教師. 2017(04)
[3]從中學(xué)英語教師話語處理看課堂互動[J]. 海春花,王紅香,張懷斌,張立昌. 教學(xué)與管理. 2016(21)
[4]基于SETT框架英語教師課堂話語互動策略探究[J]. 周家文. 外語藝術(shù)教育研究. 2016(02)
[5]通過課堂話語分析促進(jìn)外語教師學(xué)習(xí):一項(xiàng)實(shí)證案例研究[J]. 張蓮,王艷. 外語與外語教學(xué). 2014(03)
[6]二語課堂互動話語中教師“支架”的構(gòu)建[J]. 李丹麗. 外語教學(xué)與研究. 2012(04)
[7]試論職前英語教師的專業(yè)發(fā)展——同伴錄像在免費(fèi)師范生教育實(shí)習(xí)中的有效應(yīng)用[J]. 鄧曉芳,劉芝花. 西南師范大學(xué)學(xué)報(bào)(自然科學(xué)版). 2011(05)
[8]“課堂互動”研究:意蘊(yùn)與課題[J]. 鐘啟泉. 教育研究. 2010(10)
[9]優(yōu)秀英語教師課堂話語特征分析[J]. 胡青球. 山東外語教學(xué). 2007(01)
[10]課堂話語微觀分析:理論,方法與實(shí)踐[J]. 黃小蘋. 外語研究. 2006(05)
本文編號:3342794
【文章來源】:上海師范大學(xué)上海市
【文章頁數(shù)】:114 頁
【學(xué)位級別】:碩士
【文章目錄】:
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Research Background
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Teacher Talk
2.1.1 The Definition of Teacher Talk
2.1.2 The Features of Teacher Talk
2.1.3 Teacher Talk and Learning Opportunities
2.2 Novice English Teacher Professional Development
2.2.1 The Definition of Novice Teacher
2.2.2 A Gap between Theoretical Research and Professional Practice
2.2.3 Teacher Talk and Teacher Development
2.3 Classroom Interaction
2.3.1 The Nature of Classroom Interaction
2.3.2 Classroom Interactional Competence (CIC)
2.3.3 The Features of CIC
2.3.4 CIC and Teacher Development
2.4 SETT Framework and Critical Reflective Practice
2.4.1 Modes
2.4.2 Interactional Features
2.4.3 The Use of the SETT Framework
2.4.4 Critical Reflective Practice Cycle through the SETT Framework
2.5 Relevant Studies of Teacher Talk and Classroom Interaction
2.5.1 Relevant Studies Abroad
2.5.2 Relevant Studies at Home
Chapter 3 Research Methodology
3.1 Research Contents
3.2 Research Questions
3.3 Research Participants
3.4 Research Methods and Instruments
3.4.1 Video Recording and Transcription
3.4.2 SETT Framework and Key
3.4.3 Stimulated Recall Procedure
3.4.4 Reflective Diaries
3.4.5 Semi-structured Interviews
3.4.6 Data Collection Procedures
3.5 Data Analysis Procedures
Chapter 4 Results and Discussion
4.1 Summary of Novice Teachers' Lesson Observations
4.2 Analysis of Modes and Interactional Features
4.2.1 Distribution of Four Modes
4.2.2 Identification of Modes
4.2.3 Identification of Interactional Features
4.2.4 Constructive or Obstructive Features of Teacher Talk
4.3 The Novice Teacher's Perceptions of the SETT RP Cycle
4.3.1 Perceptions of the SETT Framework
4.3.2 Perceptions of the Reflective Practice
4.3.3 Challenges Confronted
4.4 The Effects of SETT RP Cycle on the Novice Teachers' ProfessionalDevelopment
4.4.1 The Increased Awareness in Teaching
4.4.2 The Evidence of the Professional Development
Chapter 5 Conclusion
5.1 Major Findings
5.1.1 The Distribution of Modes and Interactional Features
5.1.2 The Relationship Between Teacher talk and Learning Potential
5.1.3 Teacher Professional Development Through the SETT RP Cycle
5.2 Implications for Teaching and Teacher Education
5.3 Limitations of the Study and Suggestions for Future Research
References
Appendix A Instructions for Using the SETT Framework
Appendix B Transcription Analysis
Appendix C Participants Training Handbook
Acknowledgements
【參考文獻(xiàn)】:
期刊論文
[1]動態(tài)語境中的英語課堂互動話語模式[J]. 李秀. 教學(xué)與管理. 2017(27)
[2]《課堂話語和教師發(fā)展》述評[J]. 劉文靜. 英語教師. 2017(04)
[3]從中學(xué)英語教師話語處理看課堂互動[J]. 海春花,王紅香,張懷斌,張立昌. 教學(xué)與管理. 2016(21)
[4]基于SETT框架英語教師課堂話語互動策略探究[J]. 周家文. 外語藝術(shù)教育研究. 2016(02)
[5]通過課堂話語分析促進(jìn)外語教師學(xué)習(xí):一項(xiàng)實(shí)證案例研究[J]. 張蓮,王艷. 外語與外語教學(xué). 2014(03)
[6]二語課堂互動話語中教師“支架”的構(gòu)建[J]. 李丹麗. 外語教學(xué)與研究. 2012(04)
[7]試論職前英語教師的專業(yè)發(fā)展——同伴錄像在免費(fèi)師范生教育實(shí)習(xí)中的有效應(yīng)用[J]. 鄧曉芳,劉芝花. 西南師范大學(xué)學(xué)報(bào)(自然科學(xué)版). 2011(05)
[8]“課堂互動”研究:意蘊(yùn)與課題[J]. 鐘啟泉. 教育研究. 2010(10)
[9]優(yōu)秀英語教師課堂話語特征分析[J]. 胡青球. 山東外語教學(xué). 2007(01)
[10]課堂話語微觀分析:理論,方法與實(shí)踐[J]. 黃小蘋. 外語研究. 2006(05)
本文編號:3342794
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