英语教学自主性:一项香港中学新入职英语教师的个案研究（英文）

Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong

经历数年的岗前教师教育之后,新入职的教师往往会满腔热情地踏上他们的教学岗位。然而,新教师自身未必具备能力,而且他们也未必会获得学校的支持,以便对自己的教学进行有效的掌控。本文报告一项关于香港两名中学英语新教师教学生涯的个案研究,研究数据(资料)来自一年多时间里所进行的面对面访谈以及其他补充资料,如邮件来往、电话交谈等。本项研究探讨新英语教师如何发展其教师自主性以及促进其自主性发展的因素。研究发现两位新教师自身都具备有效掌控教学的能力而且也为个人的自主发展做好了准备;一个友善的、扶持的、合作的学校环境,能够为新教师创造充足的发展机会,因而在促进教师自主性方面起到决定性作用。文章建议新教师应该充分认识自己工作环境的"给养"(affordances),发挥能动性,利用环境中的机遇去追求个人和专业发展。

Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.