教育评价改革背景下高校教师身份认同研究——以英语专业教师为例

University Teachers’ Identity under the Background of Educational Evaluation Reform:A Case of English-Major Teachers

当下中国高等院校英语专业处于从外延式发展转向以质量为核心的内涵式发展阶段,在此背景下,本文采用问卷调查法,探讨内涵式教育模式下高校英语专业教师身份认同情况。研究发现:第一,在内涵式教育模式背景下,英语专业教师强调对专业内涵的质量提升,凸显出内涵式教育的支持者这一身份认同;第二,大部分教师在教学与科研之间表现出矛盾性,呈现教学者而非研究者这一身份认同;第三,教师通过表达自我发展的需求,构建出发展自我的学习者这一身份认同;同时,其身份认同也是教师主体与机构话语之间形成的一种互动关系。

English major of higher education in China has currently witnessed a shift from“extensional”to“intensional”development model.In this context,the paper investigates the recognition of English-major teachers’identity in domestic colleges and universities.Findings show that,first,in the context of the transformation of English major’education model,English teachers emphasize the significance of improving the quality of English as a major,constructing the identity of“supporter”in the development of English intensional education model.Second,there is a contradiction between teaching and researching.A majority of English teachers identify themselves as“instructor”instead of“researcher”.Third,by showing the need for self-development,the identity of“learner for self-development”is therefore recognized.Moreover,teachers’identity is an interactive relationship formed between teachers and the institutional discourse.