身份認(rèn)同是教師專業(yè)發(fā)展的重要組成部分,是影響教師專業(yè)發(fā)展的重要變量,也是理解教師專業(yè)化發(fā)展的重要理論工具。迄今為止,許多學(xué)者對師范生英語教師的身份認(rèn)同進行了相關(guān)研究。然而,大多數(shù)研究關(guān)注的是師范生英語教師的實踐認(rèn)同,很少有研究關(guān)注從想象認(rèn)同到實踐認(rèn)同轉(zhuǎn)變的過程。本研究旨在全面了解師范生英語教師在教學(xué)生涯的最初階段所經(jīng)歷的身份認(rèn)同的轉(zhuǎn)變過程。研究者提出以下研究問題:(1)在實習(xí)前,師范生英語教師的想象認(rèn)同是什么樣的?(2)在實習(xí)結(jié)束時,師范生英語教師的實踐認(rèn)同是什么樣的?(3)導(dǎo)致師范生英語教師的想象認(rèn)同轉(zhuǎn)變?yōu)閷嵺`認(rèn)同的因素有哪些?為了解答這些問題,本研究采用故事分析的方法,全面探討四位參與者的想象認(rèn)同和實踐認(rèn)同及其轉(zhuǎn)變的原因。故事是由訪談?wù)咧v述的,由研究者從訪談數(shù)據(jù)中截取的片段。研究結(jié)果如下:四位參與者在進入高中學(xué)校之前都預(yù)先假定了英語教師的想象認(rèn)同。經(jīng)過三個月的實習(xí),他們都成功地將英語教師的想象認(rèn)同轉(zhuǎn)變?yōu)閷嵺`認(rèn)同。其中兩位參與者June和Sunshine將預(yù)期的消極的想象認(rèn)同轉(zhuǎn)化為積極的實踐認(rèn)同。在實習(xí)前,June認(rèn)為自己會打擾實習(xí)班級正常的教學(xué)活動,而Sunshine認(rèn)為自己會是一...

【文章頁數(shù)】：65 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
Chapter One Introduction
    1.1 Background of This Study
    1.2 Purpose of This Study
    1.3 Structure of This Thesis
Chapter Two Literature Review
    2.1 Relevant Studies on Imagined Community at Home and Abroad
        2.1.1 Relevant Studies on Imagined Community Abroad
        2.1.2 Relevant Studies on Imagined Community at Home
    2.2 Relevant Studies on English Teachers’Identity at Home and Abroad
        2.2.1 Relevant Studies on English Teachers’Identity Abroad
        2.2.2 Relevant Studies on English Teachers’Identity at Home
Chapter Three Key Concepts and Theoretical Foundation
    3.1 Introduction to Key Concepts
        3.1.1 Imagined Community
        3.1.2 Preservice Teachers
        3.1.3 Teachers’Identity
    3.2 Theoretical Foundation
        3.2.1 Field Theory
        3.2.2 Self-Identity Theory
        3.2.3 Community of Practice
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Procedure
    4.4 Instruments
        4.4.1 Questionnaire
        4.4.2 Interview Outline
    4.5 Data Collection and Analysis
        4.5.1 Data Collection
        4.5.2 Data Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion of Questionnaire
    5.2 Results and Discussion of Interview
    5.3 Results and Discussion of Class Observation
        5.3.1 Results and Discussion of Zoey’s Class Observation
        5.3.2 Results and Discussion of Dora’s Class Observation
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Study and Suggestions for Further Study
Bibliography
Appendices
Acknowledgements



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