探究基于叙事研究的英语教学论课程：在职教师培训的个案研究

论文摘要

本研究,基于对国内外主流在职教师培训的知识论的论述,关注ZJN大学外国语学院的在职教师培训中英语教学论课程的实施。该课程,从在职教师的经验及经历入手,引发他们对习以为常的事物的敏感性,同时,它引导他们从自己的故事里发现问题。这些故事在培训后期成为教师研究项目的数据库。这种形式的研究把重点放在教师所要解决的实际问题中。出于本人对该课程进行过程中的“讲故事与分享故事”的兴趣,该研究将重点放在其上。研究旨在回答以下几个问题:1)在职教师在培训过程中分享的故事有什么特殊之处?2)为什么在职教师会在课堂里分享故事?3)在职教师在培训过程中有什么样的经历?该研究为期近两年,是对2006学年28位在职教育硕士的课堂,及其培训后的生活的探究。主要采用的研究方法有叙事研究、个案研究,以及课堂观察、访谈等等。数据主要包括课堂录音、任课教师的教学日记、受训教师的故事稿、课后访谈、研究者的课堂实录等等。通过对收集数据的讨论与分析,本研究提出,故事是教师经历及知识的代表,也是帮助教师理解理论的工具。“讲故事与分享故事”在该项目中起着引发在职教师群体之间、在职教师个体之过去、现在、未来间的“三角对话”的作用,并起着促进教师建立学习“家庭”的作用。最后,本研究得出该课堂旨在促进教师成为研究者,并对课程实施网络图进行了说明。本研究的主要研究成果展示了,参加培训的在职教师不是空空的容器,而是有着许多困惑。当他们学着去探究这些困惑时,这些困惑可以由他们自己解决。本研究的结果建议教师培训者改变知识观,从把在职教师看成是技工、知识的消费者、知识点的传递者到把他们看成是思想者、知识的生产者及研究者。同时,本研究还建议,在培训项目结束后,继续加强在职教师之间、在职教师与教师培训者之间的联系与交流,并提出,在各学校建立学习共同体。

论文目录

• Acknowledgement
• Abstract
• 摘要
• Table of Contents
• Chapter One Introduction
• 1.1 The Origin of the Study
• 1.2 Aims and Rational of the Study
• 1.3 The Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Teacher Knowledge
• 2.1.1 Personal Practical Knowledge / Experiential Knowledge
• 2.2 Teacher Training
• 2.2.1 Knowledge Bases for Various kinds of Teacher Training Programs
• 2.2.2 Teachers as Researchers—a New Trend for Teacher Training
• 2.3 Narrative Inquiry as a Theory Base
• 2.3.1 Narratives
• 2.3.2 Narrative Inquiry
• 2.4 Conclusion
• Chapter Three Research Methodology
• 3.1 Setting
• 3.2 Methods
• 3.2.1 Case Study
• 3.2.2 Narrative Inquiry as a Research Method
• 3.2.2.1 Narrative Inquiry used in Educational Research
• 3.2.2.2 The Role of "I"
• 3.3 Data Collection and Selection
• 3.4 Data Presentation
• 3.5 Conclusion
• Chapter Four Narrative Results
• 4.1 Prologue
• 4.2 Scene Ⅰ: "I am Moved and Want to Cry on Hearing the Story."
• 4.3 Interlude: "Why Kept on Telling Stories in the Class?"
• 4.4 Scene Ⅱ: "I am Numb for Such a Long Time."
• 4.5 Scene Ⅲ: "Why We always Considered Them in This Way?"
• 4.6 Ending: "The Essence of the Course like Pearls spreading on the ground."
• Chapter Five Discussion and Analysis
• 5.1 Beyond Stories
• 5.1.1 Stories as Results of Experience and Representation of Teacher Believes
• 5.1.2 Stories as Tools to Approach Theories
• 5.2 Beyond Story-telling & sharing
• 5.2.1 Story-telling & sharing as a Way to Generate Triadic Dialogue
• 5.2.1.1 A Dialogue between Experience and Similar Experiences
• 5.2.1.2 A Dialogue between the Past, the Present and Pointing to the Future
• 5.2.2 Story-telling & sharing as a Way to Nurture a Learning "Family"
• 5.3 Beyond Training
• 5.3.1 Training as a Way to Promote Teachers to be Researchers
• 5.3.1.1 Training as a way to Develop the T-learners' Awareness to Care
• 5.3.1.2 Training as a Way to Incubate the T-learners' Awareness to Inquire
• 5.3.2 Training as a Way to Exceed Living to Understanding towards Naming
• 5.4 Conclusion
• Chapter Six Implications and Conclusion
• 6.1 Further Narrative Results
• 6.2 Implications
• 6.3 Conclusion
• References
• Appendices
• Appendix Ⅰ: Teaching Plan for English Pedagogy Course
• Appendix Ⅱ: Field Notes, Transcriptions and Communicating Materials
• Appendix Ⅲ: Mrs. Ying's Teaching Journals
• Appendix Ⅳ: Yu Rong's Story
• Appendix Ⅴ: Table of the Major Activities of the Course
• Appendix Ⅶ: Teacher Sayings
• Appendix Ⅸ: Papers Published