职前英语教师微格教学前后信念变化个案研究

A Case Study of Pre-service English Teacher's Beliefs before and after Microteaching

本个案研究结合量化和质化研究方法探讨某师范大学一名全日制英语公费师范生在微格教学前后的教师信念变化。问卷调查结果显示个案的教师信念在课程与教材维度有了显著性变化,英语学习、英语教学和学生管理这三个维度前后没有显著性差异,但分别有不同程度的加强、调整、扩充。结合课堂观察、访谈和学生反思笔记可以进一步发现职前英语教师的教学行为受自身教师信念、大学教师点评和评价体系影响,其教师信念与教学行为存在不一致之处。

This case study adopted both quantitative and qualitative approaches to analyze the change of beliefs held by an undergraduate who majored in English education at a normal university. According to the data of the questionnaires, her beliefs on curriculum and coursebooks had significant changes. Although beliefs on English learning, instructions and student management did not change significantly, yet they were enhanced, adjusted and expanded to a certain extent. Meanwhile the results of classroom observation, interviews and reflective journals further indicated that pre-service English teacher’s teaching behaviors in Microteaching practices were influenced by the beliefs, university teacher’s feedback and comment and the assessment. Furthermore, there was mismatch between the beliefs and teachingbehaviors.