大学英语教师职后学历学习与专业认同变化研究

An investigation of university EFL teachers’ professional identity changes associated with their study for a PhD degree

本研究以深度访谈为资料收集工具，调查了9位具有职后读博经历的大学英语教师的专业认同变化情况。研究的主要发现如下：（1）受访教师中同时存在生产性、附加性、削减性、分裂性4种认同变化现象，但不存在零变化现象，每位教师身上发生的认同变化不止一种；（2）生产性认同和附加性认同现象主要与教师专业知识增长、研究能力提升、成长体验增加等有关，而削减性认同和分裂性认同现象主要与外在制度、结构的标准有关；（3）教师正在逐渐超越仅把自己视为“专业人”的认同，开始重视自己作为社会人、知识人和学术人的意义、价值与责任。本研究进一步推论：大学英语教师专业认同的形成和重构其实是教师个人标准、工作单位标准、学科共同体标准与一般意义上公认的学术职业标准彼此之间角力的过程。

This qualitative study investigates the professional identity changes of university EFL teachers associated with their study for a PhD degree. In-depth interviews conducted among 9 teachers lead to the following findings. Firstly, all the 9 teachers undergo the productive, additive, split and subtractive identity changes. Secondly, the pro- ductive and additive identity changes are basically related to teachers＇ perception of competence and satisfaction in terms of knowledge, research ability, horizons, etc., while the split and subtractive changes are mostly related to the structural and institutional pressure. Thirdly, the 9 teachers are going beyond identifying themselves as mere ＂profes- sionals＂ ; they gradually think highly of their value and responsibility as members of society, intellectuals and mem- bers of the general academic community. Finally, the study reaches the conclusion that the 9 teachers＇ professional identities are established through an endless struggle for balance among personal outlook, institutional rules, discipline community rules and publicly recognizable academic rules.