国内英语教师身份认同研究:回顾与展望——基于中国知网(CNKI)的可视化文献综合分析

Retrospect and Prospect of EFL Teacher Identity in China:A Visualized Synthesis Analysis on Literature from CNKI

采用可视化文献综合分析方法,回顾国内核心期刊上发表的研究英语教师身份认同的论文,围绕研究的基本特征、研究对象、理论方法和核心主题对研究现状进行系统梳理。研究发现:英语教师身份认同研究主要关注大学英语教师身份问题;研究理论以社会文化理论、后结构主义理论为主;研究以实证研究为主,但研究方法多单一、少混合,重共时、轻历时;研究主题聚焦英语教师身份的认同状况、建构途径、影响因素及量表编制四个方面,英语教师身份的主体建构成为研究重点。通过研究界定了英语教师身份认同的内涵,并提出对该领域研究的启示与展望。

Utilizing visualized synthesis analysis,this article reviews the papers on EFL teacher identity published in key journals from CNKI,with the aim to probe into the status quo of research by centering on their characteristics,subjects,theories,methodology and themes.The results indicate that most domestic studies focus on college English teachers,and mainly employ the social culture theory and post-structuralism.Most of the studies are empirical research,in which the research methods are more single and less mixed,focusing on synchrony rather than duration.Four major research themes are identified:identity levels,construction ways,influential factors,and inventory compilation.The subject construction of English teacher's identity becomes the focus of the research.Finally,this article defines the connotation of EFL teacher identity,and predicts the trend of future research.