欠发达地区高中英语教师专业发展驱动因素探究

An Exploration of Factors Promoting Professional Development of Senior High School EFL Teachers in Underdeveloped Areas

本文作者选取贵州省一名高中英语教师作为典型案例,在辩证统一理论视角下,探究欠发达地区高中英语教师专业发展的驱动因素。通过深度访谈和定性数据分析,发现在梅老师专业发展的模仿期、探索期和突破期均面临着很大的现实压力和挑战。针对外部环境的压力和挑战,即外因,梅老师通过其强烈“内驱力”的驱使,积极发挥了其认知、引领和批判性反思的作用。内因和外因的矛盾和博弈,实现了教师专业发展。因此,在欠发达地区,高中英语教师应有自我专业发展意识,以实现专业自觉、自省和专业发展。高中英语教师发展促进者也应出台相应的助力教师发展政策和措施,努力改善不利于教师专业发展的外部条件,促进高中英语教师专业发展。

In order to explore factors promoting professional development of senior high school EFL teachers,guided by dialectical unified theory,the authors conducted a qualitative case study by selecting one senior high school EFL teacher as a typical case from underdeveloped area of Guizhou province.In the study,the interview data were collected and analyzed.The research finding suggests that Mrs.Mei as a typical case has experienced a process of professional development at three stages of “imitation period”,“exploration period”and “breakthrough period”.During these three periods,she has encountered great pressure and big challenges,which are regarded as external causes in this study.In order to cope with these challenges,she was driven by “internal force”also named as internal causes.Such internal force increases her awareness of professional development,takes a leadership of her professional development and stimulates her critical thinking over teaching.Eventually,the contradiction and game between internal and external causes have resulted in teachers’professional development.Therefore,senior high school EFL teachers need to strengthen their consciousness of self-professional development so as to promote their professional self-examination and critical thinking of their own teaching and finally realize their professional development.Meanwhile,promoters of senior high school EFL teacher professional development in underdevelopment areas are expected to make related polices,take corresponding measures and improve conditions conducive to professional development of senior high EFL teachers with an ultimate purpose of promoting professional development of those teachers.