课程改革中的教师能动性与教师身份认同——社会文化理论视野

A Sociocultural Inquiry on Teacher Agency and Professional Identity in Curriculum Reforms

课程改革需要高校外语教师追求自身发展来应对各种挑战,但少有研究探究这些议题。笔者从教师能动性(teacher agency)与教师身份认同之间的关系出发,对八位东南沿海某高校英语教师进行回顾性的深入访谈。同时,笔者运用社会文化理论来解读教师如何发挥能动性,做出与教学研究相关的"选择",采取相应的"行动",构建一条适合自身特点的职业发展道路。研究结果有助于教师教育者及教育管理者促进外语教师能动性的发挥,推动教学改革。

Foreign language teachers in Chinese universities need to address various challenges and achieve professional development in curriculum reforms but fewstudies have explored these important issues. This paper reports on our inquiry into the interaction between teacher agency and professional identity by conducting in depth interviews with 8 English teachers in a university on the coastal region of Southeast China. Drawing on sociocultural theory,we interpreted howthe teachers exercise agency,make ‘choices' between teaching and research,and adopt appropriate‘actions' in response to educational reforms to construct professional development paths that suit their own needs and characteristics. The results help teacher educators and educational administrators facilitate foreign language teachers' exercise of teacher agency and promote educational reforms.