摘要
本研究从学科教学知识(PCK)建构和教师职业生涯发展周期视角,通过深度访谈、思维导图等方法探讨8位商务英语教师职业生涯发展阶段的特征及PCK生成路径。商务英语教师经历的完整职业生涯发展阶段包括困惑适应期、融入认同期和能动提升期。各个阶段的教师关注由自我、情境向自我与情境的适切度转变,形成了基于教学需求、互动对话、个人反思的社会网络,呈现出以"个体—群体—个体"为脉络的PCK生成路径。本研究有助于教师教育者及政策制定者基于教师职业生涯不同发展阶段的特征与需求,组织和提供有效的教师教育与培训,促进商务英语教师职业生涯良性发展。
From the perspective of PCK(Pedagogical Content Knowledge) construction and career development cycle, this study explores the career development stages and PCK generating paths of eight business English teachers through in-depth interviews and mind mapping. The complete career development stages experienced by teachers include Confusion & Adaptation, Integration & Recognition, and Advancement & Engagement. At each stage, teachers’ primary concerns change from self to situation to the matching of self and situation, which forms social networks based on teaching needs, interactive dialogue and personal reflection, indicating the "individual-group-individual" PCK generating path. The study is helpful for teacher educators and policy makers to understand the characteristics and needs of teachers at different career development stages, so as to organize and provide effective teacher education programs, and enhance business English teachers’ professional development.
出处
《外语界》
CSSCI
北大核心
2021年第5期41-49,共9页
Foreign Language World
基金
上海市哲学社会科学规划项目“全球胜任力视域下上海大中小学外语教育规划研究”(编号2019BYY017)
上海外国语大学校级重大科研项目“传承与创新视角下的上外人才培养研究”(编号2017114003)
上海市教育科学研究一般项目“新时代背景下外语类专业课程思政建设路径实证研究”(项目批准号C2021104)
中央高校基本科研业务费资助项目“高校商务英语教师学科教学知识研究”(编号20171140015)的阶段性成果。
关键词
学科教学知识
职业生涯发展阶段
商务英语教师
建构路径
Pedagogical Content Knowledge
career development stage
business English teacher
constructing path
