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理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究
包郵 理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究
作者：黃丹嬋著
開本：
23cm
頁(yè)數(shù)：
13,227頁(yè)
本類榜單：社會(huì)科學(xué)銷量榜
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理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究 版權(quán)信息
- ISBN：9787521325928
- 條形碼：9787521325928 ; 978-7-5213-2592-8
- 裝幀：一般膠版紙
- 冊(cè)數(shù)：暫無(wú)
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理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究 本書特色
適讀人群 ：大學(xué)本科,研究生及以上理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制——基于社會(huì)心理學(xué)視角的個(gè)案研究》關(guān)于教師的職業(yè)認(rèn)同研究近年來(lái)逐漸受到重視，本研究采取自下而上的個(gè)案研究，基于對(duì)國(guó)內(nèi)某所理工科類高校的五名公共英語(yǔ)教師的深度訪談、課堂觀察、學(xué)生集中訪談，實(shí)地考察，文本收集與分析等多種質(zhì)性研究方法，選取社會(huì)心理學(xué)理論視角，描繪高校教師職業(yè)認(rèn)同自我建構(gòu)與社會(huì)建構(gòu)的有機(jī)互動(dòng)過(guò)程。
理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究 內(nèi)容簡(jiǎn)介
《理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制——基于社會(huì)心理學(xué)視角的個(gè)案研究》關(guān)于教師的職業(yè)認(rèn)同研究近年來(lái)逐漸受到重視，本研究采取自下而上的個(gè)案研究，基于對(duì)國(guó)內(nèi)某所理工科類高校的五名公共英語(yǔ)教師的深度訪談、課堂觀察、學(xué)生集中訪談，實(shí)地考察，文本收集與分析等多種質(zhì)性研究方法，選取社會(huì)心理學(xué)理論視角，描繪高校教師職業(yè)認(rèn)同自我建構(gòu)與社會(huì)建構(gòu)的有機(jī)互動(dòng)過(guò)程。 研究發(fā)現(xiàn)，"獲得外界重要他者認(rèn)可"是大學(xué)英語(yǔ)教師職業(yè)認(rèn)同建構(gòu)機(jī)制中核心的部分；大學(xué)公共英語(yǔ)教師的職業(yè)認(rèn)同呈現(xiàn)出異質(zhì)性、多維性以及延續(xù)性的特征。此外，職業(yè)認(rèn)同不僅僅為教師職業(yè)發(fā)展提供"源動(dòng)力"，也可能是職業(yè)發(fā)展過(guò)程中的"意料外后果"，即形成新的職業(yè)認(rèn)同。
理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究 目錄
Chapter 1 Introduction
1．1 Research background
1．1．1 The "worker bees" metaphor of university teachers under 40 years old （'gaoxiaoqingnianjiaoshi'）
1．1．2 The marginalized cohort of college English teachers
1．1．3 My personal motivation of conducting the study
1．2 Research purposes
1．3 Structure of the book
Chapter 2Identity Theories and Previous Studies
2．1 Theories of identity in three major disciplinary areas
2．1．1 Psychological approach to identity： Erikson's theory of identity formation
2．1．2 Sociological approach to identity： Wenger's theory of identity formation
2．1．3 Social psychological approach to identity (individual and collective）
2．1．4 Summary of theories of identity
2．2 Previous studies on teachers' professional identity
2．2．1 Teachers' Professional Identity Research in the Domain of K-12 Teacher Education
2．2．2 Research on professional identity of academics in the domain of higher Education
2．2．3 Language Teacher identity in the Domain of Applied Linguistics and TESOL
2．2．4 Research on occupational identities from a sociological perspective
2．2．5 A summary of literature review and identified research gap with respect to my study
2．3 An integrated social psychological approach to identity
2．3．1 Identity theory by Burke and Stets (2009）： a combined theory of structural， individual and interactional perspectives．
2．3．2 Giddens' theory of duality of structuration： a constructive perspective
2．3．3 The possibility and advantages of integrating Giddens' theory of structuration into identity theory
2．4 Definition of key concepts and research questions
2．4．1 Definition of key concepts
2．4．2 Research questions
……
Chapter 3 A Qualitative Case Study
Chapter 4 Sarah： A Demotivated Teacher Clinging to Her Former "Student" Identity
Chapter 5 Richard ： An Idetdistic Academic and Realistic Teacher
Chapter 6 Emma： A Pragmatic Teacher and Researcher
Chapter 7 Mandy： A Teacher Sticking to Her Own Beliefs
Chapter 8 Helen： A Caring Teacher Full of Uncertainties and Searching for Meanings
Chapter 9 Identity Construction： Content， Source and Mechanism
Chapter 10 Emerging Themes， Significance， Limitations and Directions for Future Research
Epilogue Researcher's Reflexivity
REFERENCES
1．1 Research background
1．1．1 The "worker bees" metaphor of university teachers under 40 years old （'gaoxiaoqingnianjiaoshi'）
1．1．2 The marginalized cohort of college English teachers
1．1．3 My personal motivation of conducting the study
1．2 Research purposes
1．3 Structure of the book
Chapter 2Identity Theories and Previous Studies
2．1 Theories of identity in three major disciplinary areas
2．1．1 Psychological approach to identity： Erikson's theory of identity formation
2．1．2 Sociological approach to identity： Wenger's theory of identity formation
2．1．3 Social psychological approach to identity (individual and collective）
2．1．4 Summary of theories of identity
2．2 Previous studies on teachers' professional identity
2．2．1 Teachers' Professional Identity Research in the Domain of K-12 Teacher Education
2．2．2 Research on professional identity of academics in the domain of higher Education
2．2．3 Language Teacher identity in the Domain of Applied Linguistics and TESOL
2．2．4 Research on occupational identities from a sociological perspective
2．2．5 A summary of literature review and identified research gap with respect to my study
2．3 An integrated social psychological approach to identity
2．3．1 Identity theory by Burke and Stets (2009）： a combined theory of structural， individual and interactional perspectives．
2．3．2 Giddens' theory of duality of structuration： a constructive perspective
2．3．3 The possibility and advantages of integrating Giddens' theory of structuration into identity theory
2．4 Definition of key concepts and research questions
2．4．1 Definition of key concepts
2．4．2 Research questions
……
Chapter 3 A Qualitative Case Study
Chapter 4 Sarah： A Demotivated Teacher Clinging to Her Former "Student" Identity
Chapter 5 Richard ： An Idetdistic Academic and Realistic Teacher
Chapter 6 Emma： A Pragmatic Teacher and Researcher
Chapter 7 Mandy： A Teacher Sticking to Her Own Beliefs
Chapter 8 Helen： A Caring Teacher Full of Uncertainties and Searching for Meanings
Chapter 9 Identity Construction： Content， Source and Mechanism
Chapter 10 Emerging Themes， Significance， Limitations and Directions for Future Research
Epilogue Researcher's Reflexivity
REFERENCES
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理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究 節(jié)選
《理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制：基于社會(huì)心理學(xué)視角的個(gè)案研究》：2.2 Previous studies on teachers' professional identityThe topic of teachers' professional identity has been studied across various research areas： from novice teachers' professional identity formation to a public face of teacher identity constructed in some educational policy documents, from teachers' perception of their profession in general to the process of identity shifts through one individual teacher's story-telling, from the impact of action research on teachers' multiple role identities to discourse analysis of professional identities through teacher talk. To compound the problem, researchers use the term "teacher identity） or "teachers' professional identity" loosely without giving a clear definition （Beauchamp and Lynn 2009）. In light of this, it is unlikely to put all these studies within one single framework. For the sake of analysis, here the term "teachers' professional identity" is used as an umbrella term to cover both "teacher identity" and "professional identity of teachers."2.2.1 Teachers' Professional Identity Research in the Domain of K-12 Teacher EducationResearch on teachers' professional identity at K-12 level can be roughly categorized into three types according to their different focus of attention.The first type of research within the framework of teachers' professional identity takes special interest in how pre-service teachers or novice teachers or teachers without any traditional training before form their professional identity and what kind of conflicts or dilemmas they might encounter when they go through this phase. Expressions like "creating a teacher identity" or "developing a professional identity" are usually used in this line of research. And in this context, "professional identity" can be understood both as a socially accepted idea of what teachers are expected to know and behave and student teachers' own sense-making of what it means to be a teacher. Volkmann and Anderson （1998） explored how a first-year chemistry teacher created a professional identity by examining his one-year long teaching journal for emergent themes. After studying pre-service teachers' personal beliefs and perceptions through their self-reflection, Walkington （2005） argued for a consultative mentoring model of teacher education rather than traditional supervision model to foster a positive and personally meaningful teacher identity. On the other hand, some studies highlighted the biographical source of the personal dimension of professional identity new teachers bring to the understanding of their job, for example, immediate family members, apprenticeship of observation, etc. （Sugrue 1997）.The second type of research on teachers' professional identity mainly focuses on teachers' perceptions of their profession. This could be explored either by questionnaires or interviews for emergent themes. For some studies, teachers of a low-status subject in schools （like physical education） or teachers against a gendered stereotype （male teachers in elementary schools） were chosen as the participants （Paechter and Head 1996; DeCorse and Vogtle 1997）. Professional identity was understood here as the extent to which they see themselves as an occupational group. In some other studies, teachers' professional identity were represented by certain aspects of the teaching profession that the researcher is interested in. （Mitchell 1997; Beijaard et al. 2000）. It was found that there was a lack of shared professional identity among teachers. Studies which operationalized professional identity as some measurable items in a questionnaire aimed to find the correlation between teachers' professional identity and job burn-out and other related variables （Gaziel 1995; Wei 2008; 11 2009）. Results showed that professional identitycould predict job satisfaction and turn-over rate.……
理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制:基于社會(huì)心理學(xué)視角的個(gè)案研究 作者簡(jiǎn)介
黃丹嬋，女，中央財(cái)經(jīng)大學(xué)外國(guó)語(yǔ)學(xué)院講師，研究方向?yàn)橥庹Z(yǔ)教育。參加《大學(xué)思辨英語(yǔ)教程視聽說(shuō)4：走近學(xué)術(shù)》以及《大學(xué)思辨英語(yǔ)教程精讀4》教師用書的編寫。獲2018年第四屆中國(guó)外語(yǔ)微課大賽（復(fù)賽）北京賽區(qū)二等獎(jiǎng)。
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