基于扎根理论的应用型本科高校大学英语教师发展模型的思考

Reflections on College English Teachers Development in Application-Oriented Colleges Based on Grounded Theory

为顺应我国高等教育以一流课程建设和虚拟教研室建设为抓手,促本科人才教学质量的教学改革之需,应用型本科高校如何整体提升英语师资水平,构建并有效实施校本特色的英语教师发展模式是亟待解决的研究问题。该论文以广东省十所应用型本科高校61位大学英语教师为访谈对象,采用扎根理论研究方法,通过三级编码构建了IL(内部教师层面)和EL(外部学校层面)相结合的IEL应用型本科高校大学英语教师发展培训模型,IL包括个人职业发展特征、培训内容需求和培训模式需求三方面,EL包括实操培训、教学培训和科研培训三方面。IEL培训模型创新协同教师全面发展,为建立健全我国应用型本科高校大学英语教师发展模式提供新思路。

In order to meet the needs of promoting the teaching quality of undergraduate talents by focusing on the construction of both the national first-class undergraduate courses and the virtual teaching and research groups in China’s higher education reform, it is urgent to improve the College English teachers(CETs) quality in the Application-Oriented Colleges(AOCs) and implement effectively a development model for CETs based on the professional learning communities. Taking CETs of 10 AOCs as a case, this paper proposes an IEL framework for CETs development of AOCs based on the findings of adopting the grounded theory research method. The eco-system is the integration of 5 dimensions at both internal and external levels. That is, IL includes personal career development traits, career needs and training mode needs;and EL includes operation training, teaching training, and scientific research training. It also provides a new concept about the all-round development of CETs and some effective measures to perfect the CETs development model in the AOCs in China.