小学英语教师专业发展需求研究

摘要

自从二十世纪九十年代以来，英语教师专业发展成为了二语习得领域的一个热门话题。人们认识到教师的质量是教学质量的主要影响因素之一。联合国科教文卫组织提出五个影响教学质量的因素，并且形成了一个公式。公式表明，教师素质越高，教学质量就会越高。五个因素中，教师的素质对教学质量起着关键性的作用。 本研究对广东省东莞市南城区小学英语教师专业发展需求进行了调查。来自于14个学校的129名小学英语教师（116名女教师，13男教师）参加了此次问卷调查。本文旨在探讨：小学英语教师专业发展的现状；小学英语教师专业发展需求；小学英语教师在专业发展过程中遇到的困难。本研究采取定量研究（问卷）和定性研究（访谈）相结合的方式。问卷结果借助统计软件SPSS17.0进行描述性数据分析。定性研究采取半结构化访谈形式，从129名受试者中抽取4名公办小学英语教师和4名民办小学英语教师参加访谈。 本研究表明：⑴129名被试中，有122名处于专业发展的初期和专业发展的追寻期。⑵专业发展需求六个维度的五分量表得分都高于3.5分，这表明被试教师都有很强的专业发展需求。在专业发展需求的六个维度中，语言知识和技能的需求最高。在每个维度的具体层面，被试老师最需要提高口语技能和增加语言教学的心理学等知识。⑶在专业发展中，小学英语教师遇到一些困难，其中最大的两个困难是工作负担重和缺少行政部门的政策支持。基于以上的研究结果，作者提出了一些促进教师专业发展的建议。首先，政府应该派送学校所需要的教师，组织促进教师专业发展的活动以及拨发更多的教育经费。其次，学校应该减轻教师的负担，形成合理教师评价机制，分配一定的教师专业发展基金，倡导校本教研。最后，教师自身应该提高专业发展的意识并采取多种方式促进专业发展。

目录

声明

Abstract

摘要

List of Figures and Tables

Table of Contents

Chapter one Introduction

1．1 Research Background

1．2 Purposes and Significance of the Study

1．3 Structure of the Thesis

Chapter Two Literature Review

2．1 Definition of Teacher Professional Development

2．2 Teacher Professional Development VS Teacher Training

2．3 Content of Teacher Professional Development

2．4 Studies on English Teacher Professional Development

2．4．1 Studies on English Teacher Professional Development Abroad

2．4．2 Studies on English Teacher Professional Development at Home

2．5 Relevant Theories on Research of Teacher Professional Development

2．5．1 Constructivist Theory

2．5．2 Needs Theory

Chapter Three Research Methodology

3．1 Research Questions

3．2 Subjects

3．3 Instruments

3．3．1 Questionnaire

3．3．2 Semi-Structured Interview

3．4 Data Collection and Analysis

Chapter Four Results and Discussion

4．1 General Description of Demographic Information

4．2 General Description of Primary School English Teachers’ Professional Development Situation

4．3 Needs for Primary School Teachers’ Professional Development

4．3．1 General Description of Needs for Professional Development

4．3．2 Needs for Language Knowledge and Skill

4．3．3 Needs for Subject Teaching Knowledge

4．3．4 Needs for general teaching knowledge

4．3．5 Needs for Subject Teaching Skills

4．3．6 Needs for Management Ability

4．3．7 Needs for Research Ability

4．4 Difficulties in Primary School English Teachers’ Professional Development

Chapter Five Conclusion and Implications

5．1 Major Findings in This Study

5．2 Implications for Teachers’ Professional Development

5．2．1 Government’s Policy Support

5．2．2 Schools’ Implementation and Coordination

5．2．3 Teachers’ Awareness and Actions

5．3 Limitations of the Study and Suggestions for the Future Research

References

Appendix

Acknowledgment

在读期间公开发表论文(著)及科研情况