新升格高职青年英语教师专业发展叙事研究——以某幼专A教师为个案

A Narrative Inquiry in to a Young English Teacher of the Newly Promoted Higher Vocational College——A Case Study on Teacher A in College of Preschool Education's

本文采用叙事研究的方法就一位新升格高职青年英语教师专业成长各阶段的特征、发展的有效途径、动力和阻力等方面进行描述、诠释与反思。研究表明个案青年英语教师的专业发展大概经历了"困惑""调整""高兴""无奈"四个阶段,体现出专业发展并非总是呈直线上升趋势的,可能会出现"高原期"迹象。专业发展过程中,教学反思、进修学习、任务驱动的专业实践是教师专业发展的重要途径,专业自主发展意识和强烈的责任感是教师专业发展的主要内在动力,繁重的教学任务、消极的学校文化和"一刀切"的教师评价体系是影响教师专业发展的重要因素。

The current paper, through narrative inquiry, narrates, interprets and reflects the professional development of a young English teacher of the newly promoted higher vocational college： its development phases and characteristics, means, factors fostering and restricting teacher development. Results indicate that： teacher＇s development trend isn＇t always straight upward and sometimes may be in the state of plateau, consisting four phrases from confusion to adjustment, then to happiness, and then to helpless. In the teachers＇ professional development, teachers＇ teaching reflection, further study and target-based professional practice are the major pathway; profession self-develol：rnent consciousness and strong sense of responsibility are the major internal fostering teacher development; heavy teaching tasks, negative school culture and a single teacher evaluation system are the restrictive factors.