中小学英语教师职业认同的三维体系研究

Three-dimensional professional identity system of primary and secondary school English teachers

认同转变是教师职业发展的关键要素之一。本研究通过对《义务教育英语课程标准(2011年版)》进行文本分析,并结合教育部为落实新课标所录制的示范课例,从社会、情景和话语三个角度分析与新课标理念相一致的中小学英语教师认同的三维体系构成。研究表明,在社会认同方面,英语教师需要成为多维素养的专家、教育实践的探究者、教学过程的协作者和思想文化的沟通者。在情景认同方面,教师应是学习任务的"导演"和学习活动的"配角"。在话语认同方面,教师应主要作为平等话语参与者,以履行其社会和情景认同。但在真实教学过程中,教师有时也需回归其传统的作为教授者的认同。

Identity change is one of the key factors in teacher's professional development. This paper aims to develop a three-dimensional identity system of primary and secondary school English teachers,from the perspectives of society,situation and discourse. This study is based on a content analysis of the Standard English Curriculum for Primary and Middle School and a discourse analysis of a demo lesson produced by the Ministry of Education to implement the new Curriculum. The research shows that English teachers should be socially a multi-quality experts,education explorers,teaching coordinators and cultural communicators. In regular teaching situations,teachers should act as the director of learning tasks and the supporting roles in learning activities. They should be equal discourse participants when performing their social and situated identities. It is also revealed that teachers may sometimes regress to their traditional identity as a lecturer.