大学英语教师认知特点及其与教师自主的关系研究

A Study of College English Teachers' Cognition and Its Effects on Teacher Autonomy

通过问卷、课堂观察、跟踪访谈对上海和浙江10所高校大学英语教师教师认知特点及其与教师自主水平的相关性进行了调查。结果显示,(1)教师普遍具有较强的教学动机,但在自我效能感和职业发展意识方面还有待加强;自我效能感对教学动机、职业发展意识均具有影响,而教学动机和职业发展意识无显著相关。(2)自我效能感、教学动机和职业发展意识均影响到教师总体自主水平且自我效能感的解释力最强,自我效能感和教学动机对教师自主的各方面能力都有预测能力,教师职业发展意识可以正向预测教师除教学内容选择与设计、教学操控能力以外的其他方面自主能力。(3)教师教学自主程度和教师对教师作用、师生角色、课堂活动、优秀教师最重要素质及科研方面的信念有一定相关度,但有时教师自主程度及特点也与教师所持的信念相脱节。基于以上发现,文章进一步提出了促进大学英语教师自主能力发展的相关建议。

This paper reports a study of college English teachers＇ cognition and its effects on teacher autonomy in ten universities located in Shanghai and Zhejiang Province. Results of the study indicate that most teachers cherish a relatively stronger motivation than their self-efficacy and awareness in professional development. Self- efficacy is significantly correlated with both teachers＇ motivation in teaching and awareness in professional development. Teachers＇ motivation in teaching. Self-efficacy and awareness in professional development all contribute to teachers＇ overall level of autonomy, among which self-efficacy counts most. Teachers＇ self-efficacy and motivation in teaching plays a predicative role in all aspects of teacher autonomy, while their level of awareness in professional development can only predict their autonomy in designing and classroom controlling. Teachers＇ level of autonomy is, in most cases, related to teachers＇ beliefs in teachers＇ role, teacher-student tie, classroom activity, excellent teachers＇ qualities and research doing, but exceptions do occur. Finally, some suggestions are provided to develop college teachers＇ autonomy.