从研究者成为教师教育者:自我叙事研究

From A Researcher to A Teacher Educator:A Self-narrative Study

外语教师素质关系我国外语教育的质量,而外语教师教育者的素质又直接影响外语教师教育的质量。但是,目前国内外针对外语教师教育者的实证研究非常匮乏。本研究采用自我叙事研究方法,以作者为案例,阐释了高校研究者通过长期扎根课堂、持续与中小学英语教师交流逐步成长为外语教师教育者的经历。本研究发现表明,要真正成为教师专业发展的支持者,教师教育者需要具有深厚的理论基础和丰富的实践经验,并且能够自由地游走在两者之间,以促进两者的共生。本研究为正在从事和准备从事教师教育工作的同仁提供了借鉴。

The quality of foreign language teachers is vital to the quality of foreign language education.Correspondingly,the quality of foreign language teacher educators has a direct impact on the quality of foreign language teacher education.However,there is a scarcity of research on foreign language teacher educators at home and abroad.Taking a self-narrative method,the present study focused on the author,examining her experience of becoming a teacher educator through her long-term working with school EFL teachers.The findings of this study show that,to become a supporter of teacher professional development,a teacher educator needs to have solid theoretical foundation and rich practical experience and be able to "walk" between theory and practice freely for the development of both theory and practice.This study gives an example for those who are and plan to be involved in teacher education.