大学英语教学改革环境下教师效能感研究

A Research on Teacher Efficacy In Relation to College English Teaching Reform

以社会认知理论为理论框架,探索大学英语教学改革中作为教师发展形式的教师实践集体对教师一般教学效能感和个人教学效能感所产生的影响。为期一学年的集体研讨结果表明:(1)教师对大学英语教学改革的一般教学效能感和个人教学效能感产生了积极的变化;(2)由不同经历的教师构成的教师实践集体有助于解决教学中的问题并能有效地促进教师的发展。这样的研究结果显示,教师如果有机会参加以改变教师效能信念为目的、同时对积极的信念转变给予支持的教师实践集体,则可以促进大学英语教学改革的实施。

The present study, by adopting the notion of＇ social cognitive theory as the theoretical framework, explores the impact of an alternative form of professional teacher development designed to impact both genera/and personal teacher efficacy beliefs toward the implementation of college English teaching reform. An in-service professional development study group （PDSG） was formed that consisted of a facilitator/participant and five college English teachers who were very interested in improving their college English instruction. The study results indicate that （a） general and persona/teacher efficacy changed in a positive direction toward the implementation of college English teaching reform, （b） a small collaborative group of teachers with different teaching experiences may help solve teaching problems and effectively promote the development of teachers. These results suggest that the implementation of college English reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs.