摘要
学科教学知识的有效发展是通用大学英语教师向专门用途英语教师成功转型的关键因素。本文以活动理论拓展学习概念为分析框架,探析专门用途英语转型教师在教学实践活动中所经历的主要矛盾以及矛盾化解行动如何促使教师学科教学知识的发展。研究采用历时追踪质性研究方法,通过对两位医学院校转型教师的深度访谈和课堂教学观察,结合他们转型初期和后期教学设计等数据的分析,发现两位个案教师在专门用途英语教学实践中经历多层次矛盾冲突并在多重中介调节下实现学科教学知识动态化和曲折性发展,其发展进程也受到教师个体能动性和专业发展环境等内外因素的联动影响。本研究对促进高校大学英语教师成功向专门用途英语教师转型和教师专业发展具有积极的理论和实践意义。
The effective development of pedagogical content knowledge(PCK)is the most critical factor in the transformation of college English EGP teachers to ESP teachers.From the perspective of the activity theory framework,this paper explores the route and transformation characteristics of subject teaching knowledge of two college English teachers in the process of transforming themselves into ESP teachers.The research uses the qualitative case method as the main method.Through the collection and analysis of text data such as in-depth interviews with teachers,classroom observations and teaching designs,it is found that two teachers have achieved content teaching knowledge under the adjustment of multiple intermediaries.The dynamic and tortuous development of PCK is affected by key factors such as teachers’agency and the professional development environment.This research has positive theoretical and practical significance for promoting the transformation and professional development of college English teachers in universities.
作者
黎丽
袁琳
宋晓慧
Li Li;Yuan Lin;Song Xiaohui
出处
《中国ESP研究》
2023年第1期103-113,131-132,共13页
Chinese Journal of ESP
基金
2019年度山东省社科规划基金项目课题“社会文化理论视阈下大学英语教师ESP转型与专业发展路径研究”(项目编号:19CWZJ02)的阶段性研究成果
关键词
活动理论
ESP转型教师
学科教学知识
个案研究
activity theory
ESP teachers transformed from EGP
pedagogical content knowledge
case study