网络实践共同体对高校英语教师科研领导力发展的影响:一项多案例研究

Effects of online community of practice on university English teachers' research leadership development: A multiple case study

本研究以实践共同体为理论视角,采用历时、多案例比较法探究高校英语教师科研领导力在网络共同体中的发展。研究发现:(1)在网络共同体情境下,教师科研领导力发展是共同体成员结构、教师网络互动、网络学习环境3个核心要素良性互动的结果;(2)教师网络互动以资源、认知、情感、价值和行为互动为内容,表现为自我互动、同伴互动、与共同体互动,影响教师个体科研认知、行为、学术能力发展与教学,促进教师群体的身份认同和建构,反映了教师学习的自主性、合作性、实践性、连贯性和差异性;(3)有效的网络实践共同体具有成员结构多样化、互动交流专业化、学习环境协同化3个区别性特征。研究进而构建高校英语教师科研领导力发展的网络共同体模型,以期为教师科研和专业发展提供一定借鉴。

From the theoretical perspective of community of practice, this longitudinal study applies multiple case analysis to explore the development of university English teachers＇ research leadership in online communities. The findings of the study reveal that the major factors shaping teachers＇ research leadership development include membership composition, online interactions and learning dynamics. Taking the forms of self-interaction, teacher-teacher interaction and teacher-community interaction, teachers＇ online interactions involve resources, cognitions, emotions, values and behaviors. Teachers＇ learning experiences in online communities bring changes to their research-related behaviors, attitudes and academic capacities, and contribute to their teaching practices and construction of collective identity. An effective online learning community features the diversity of membership, professionalism of teacher interactions and synergy of learning dynamics. Based on these findings, an online model of teacher research leadership development is conceptualized with a view to informing teacher research engagement and professional development in general.