英语师范生想象认同理论框架及实证调查

Theoretical Framework and Empirical Study of Imagined Identity of EFL Student Teachers in the Normal University

本研究基于想象认同理论,构建英语师范生身份认同理论框架,并进行实证研究。该框架包含教师职业认知、教师职业认可度及教师职业能力掌握程度三个维度,各维度对应包括三个成分因素。实证研究发现,该群体身份认同居中上水平,职业认知居于高水平,职业认可度及职业能力掌握程度处于中等偏下,表现为认知清晰、热情不高、能力不足的特点。身份认同在性别上没有显著差异,女生的职业认可度更高;身份认同整体情况在生源地上未表现出显著差异,本地生源在职业认知上高于疆藏生源,而在职业认可度上低于疆藏生源。

The study adopted the theory of imagined identity to interpret the construction of prospective EFL(English as a Foreign Language) teachers' teacher identity and developed a theoretical framework. Professional cognition, professional recognition and professional ability are first dimensions in this framework and three elements are included in each of them. Major findings of this empirical study are: the overall identity level of student teachers is above-average; professional cognition level is high, and levels of both professional recognition and professional ability are below-average. It is suggested that teacher identity of student teachers has characteristics of explicit cognition, low enthusiasm and inadequate capability. Furthermore, there is no significant difference between different genders, but girls enjoy high-level professional recognition. By regional comparison, although there is no significant difference among students from different regions, local students have clearer professional cognition and lower professional recognition than those from Xinjiang and Tibet.