选择与补偿:高校英语教师职业能动性研究被引量：31

Selectivity and compensation:Professional agency of university English teachers

导出

摘要本研究采用叙事探究方法,对4位高校英语教师的职业生活经历进行比较分析,以探讨教师能动性的内涵和践行方式。研究表明,教师能动性由选择能力和补偿能力构成,教师主要通过两种方式践行能动性:一是选择职业发展目标及相应的行动策略,二是通过认知调整和行动调整补偿实践失败的负面影响。4位教师通过发挥能动性把控职业发展的方向和路径,应对职业生活的多重压力,为处于发展困境的教师群体寻求自救之路提供了重要启示。 Through the approach of narrative inquiry, this study explores the core properties of professional agency and its ways of practice with the participants of four university English teachers. Based on a comparative analysis of these teachers＇ career life experiences, the study reveals that selectivity and compensation constitute the core properties of the teachers＇ agency, and they practice it in two ways. One is to select goals of development and corresponding action plans, and the other is to compensate for the negative effects of failures by cognitive and behavioral adjustments. Agency allows the four teachers to take control of the direction and course of their professional development, and cope with multiple sources of pressure in their professional life, which provides important implications for the teachers still struggling to find their way out.

作者陶丽顾佩娅

机构地区苏州大学外国语学院

出处《外语界》 CSSCI 北大核心 2016年第1期87-95,共9页 Foreign Language World

基金国家社科基金项目"中国英语教师专业发展环境研究"(编号11BYY042)之子课题成果

关键词职业能动性选择补偿高校英语教师 professional agency selectivity compensation university English teachers

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献36

1Antikainen A, Houtsonen J, Kauppila J & Huotelin H. Living in a Learning Society: Life Histories, Identities and Education [ M]. London: Falmer Press, 1996.
2Archer M S. Structure, Agency and the Internal Conversation [ M ]. Cambridge : Cambridge University Press, 2003.
3Bandura A. Toward a psychology of human agency [ J ]. Perspectives on Psychological Science, 2006, 1 ( 1 ) : 164-180.
4Beijaard D, Meijer P C & Verloop N. Reconsidering research on teachers' professional identity [ J]. Teaching and Teacher Education, 2004, 20(2) : 107-128.
5Billett S. Work, subjectivity and learning [ A]. In Billett S, Fenwick T & Somerville M (eds.). Work, Sub- jectivity and Learning: Understanding Learning Through Working Life [ C ]. Dordrecht : Springer, 2006. 1 - 20.
6Brandtstadter J, Wentura D & Rothermund K. Intentional self-development through adulthood and later life: Tenacious pursuit and flexible adjustment of goals [ A]. In Brandtstadter J & Lerner R M (eds). Action and Self-Development: Theory and Research Through the Life Span [ C]. Thousand Oaks, CA: Sage, 1999. 373- 400.
7Braun V & Clarke V. Using thematic analysis in psychology [ J ]. Qualitative Research in Psychology, 2006, 3(2) : 77-101.
8Connelly M & Clandinin D J. Stories of experience and narrative inquiry [ J]. Educational Researcher, 1990, 19(5) : 2-14.
9Emirbayer M & Mische A. What is agency? [J]. American Journal of Sociology, 1998, 103(4) : 962-1023.
10Etelapelto A, Vahasantanen K, Hokka P & Paloniemi S. What is agency? Conceptualizing professional agency at work [J]. Educational Research Review, 2013, 10(4) : 45-65.

二级参考文献59

1黄源深.思辨缺席[J].外语与外语教学,1998(7). 被引量：923
2俞国良,辛涛,申继亮.教师教学效能感：结构与影响因素的研究[J].心理学报,1995,27(2):159-166. 被引量：405
3叶澜.改善发展“生境”提升教师自觉[N].中国教育报,2007-9-15(03).
4吴一安,等.中国高校英语教师教育与发展研究[M].北京:外语教学与研究出版社,2008.
5黄祯K.突同与自强.华中师范大学博士论文,2008.
6Wagner B D. Motivation and professional growth in early childhood teachers. Doctoral Dissertation, Univer- sity of Rochester, NY. 2006.
7Bandura A. Human agency: The rhetoric and the re- ality. American Psychologist, 1991, 46: 157-162.
8Bandura A. Reconstrual of 'free will' from the agenticperspective of social cognitive theory. Are We Free? Psychology and Free Will, 2008:86-127.
9Bandura A. Self-efficacy: The exercise of control New York: WH Freeman and Company. 1997.
10Ashton P T, Buhr D, Crocker L. Teachers' sense of efficacy: A self- or noml-referenced construct? Flori- da Journal of Educational Research, 1984, 26:29-41.