共同体视域下高校英语教师个性化学习的个案研究

A case study of tertiary EFL teachers' personalized learning from the learning community perspective

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.