摘要
教师学习是教师专业发展的关键条件。本研究回顾和总结我国外语教育传统中的教师学习,不仅填补了该领域的实证研究空白,也为我们充分理解在不同时代背景下教师学习的本质特征提供了重要的启示。本文借用人类学的整体观视角,通过对11位老教师的口述史料的质性分析,重新审视了1949年到1978年间的北京外国语大学(简称"北外")外语教育传统中的教师学习。研究发现:教师学习受到历史、社会和文化背景的影响,教师学习的本质是教师在"学习实践体"中通过"向心性参与"对外语教育与教学及自我发展进行意义建构,从而提升教师个体的专业素养,保障外语教学的质量。该研究为新时代高校教师队伍建设提供了宝贵的历史经验。
Teacher learning is a critical condition for professional development.This paper examines teacher learning in China's foreign language education tradition with a meaningful contribution to the empirical study in the field.It provides important inspiration and understanding for the nature of teacher learning under different historical contexts.Following an anthropological perspective of holism,the study collects its data through the narrative history of 11 senior teachers at Beijing Foreign Studies University(BFSU).The qualitative analysis reveals that teacher learning is influenced by the historical,social and cultural contexts and the nature of teacher learning in the first 30 years of New China is featured by meaning construction of the participants on foreign language teaching and education as well as personal development over a process of moving from peripheral participation to full participation in the Community of Collective Practice for Learning.It results in individual professional development and the quality guarantee of foreign language education.The findings provide important implications for university teachers' professional development in China today.
出处
《外语与外语教学》
CSSCI
北大核心
2018年第4期34-43,共10页
Foreign Languages and Their Teaching
基金
2009年教育部人文社科基地重大项目"构建具有中国特色的外语教育理论:新中国外语人才培养实证研究"(项目编号:2009JJD740016)的研究成果之一
关键词
外语教育传统
教师学习
整体观视角
学习实践体
China's foreign language education tradition
teacher learning
the anthropological perspective of holism
Community of Collective Practice for Learning
