基于实践的高校外语教师培训有效性评价研究

A practice-based efficacy evaluation of tertiary foreign language teacher training

基于相关评价研究和高校英语教师培训实践,本研究通过问卷调查首次尝试制定包含教师、组织者、互动、目标认知、服务设施5个因子的高校外语教师培训评价量表,分析了教师培训有效性评价的影响因素,指出学员的教龄与职称显著影响互动因子,而学位与参训费来源则显著影响目标认知因子。研究不仅能为高校外语教师培训有效性的量化评价提供参考,而且有利于多维分析外语教师教育理论与实践。

Based on the previous evaluation studies and tertiary foreign language teacher training, this study developed and administered a questionnaire of foreign language teacher training efficacy, which yielded a teacher training efficacy evaluation instrument composed of five factors, namely trainers, organizers, interaction, goal-cognition and service facilities. It further analyzed the influencing factors of foreign language teacher training efficacy, and pointed out that the trainees’ teaching years and professional titles could exert a significant effect on the interaction, while their academic degrees and sources of training fees could exert a significant effect on the goal-cognition. The study can not only provide a quantitative evaluation model for tertiary foreign language teacher training efficacy, but also facilitate multidimensional analyses of foreign language teacher education theories and practices.