摘要
本研究以学习共同体为视角,采用叙事探究法探讨一位高校英语教师个性化学习的途径,考察其与自我的互动、与所处环境的互动及与学生的互动。研究发现:(1)教师通过与自我互动,在实践和反思中探索多元、开放的个性化学习途径,并逐步构建符合个体发展需求的混合学习模式;(2)教师通过与环境互动,形成包括师生共同体、想象共同体、学校教师共同体、校际教师共同体及国际教师共同体在内的多元、融合的个人学习网络;(3)教师通过与学生互动,形成共学、共研、共进的师生关系,克服了传统教师专业发展偏重自我发展的倾向。本研究能够为教师学习与教师教育提供一定启示。
From the learning community perspective, this study applies narrative inquiry to explore a tertiary EFL teacher's personalized learning, focusing specifically on how she interacts with herself, her situated context and her students. The study reveals the following findings : ( 1 ) the case study teacher, by constant reflection and practice, strives to establish a blended learning model of her own in order to enhance her professional development; (2) she recognizes the importance of knitting a personal learning network integrating teacher-student communities, imagined communities, school-based teacher learning communities, cross-institutional teacher learning communities and global learning communities; (3) she gradually conceptualizes a mutually beneficial teacher-student relationship of mutual learning, co-research and mutual development. These findings are expected to provide implications for teacher learn- ing and teacher education through communities of practice.
出处
《外语界》
CSSCI
北大核心
2015年第5期88-96,共9页
Foreign Language World
基金
上海外国语大学校级规划基金项目"我国高校外语教师专业发展的现状
问题与对策"(编号KX171293)
上海外国语大学校级重大课题项目"外语学科体系与评价体系"(编号KX161027)的阶段性成果
关键词
学习共同体
个性化学习
教师专业发展
个案研究
learning community
personalized learning
teacher professional development
case study