摘要
教师身份是语言教师教育领域的热点话题之一,与教师专业发展紧密关联,但有关我国非通用语教师身份认同的研究几乎是空白。本文采用质性研究方法探究了国内11个不同语种的非通用语教师的身份认同。研究发现,他们最认可的身份是教学人员,接着是对象国沟通者、研究者和多面手。本研究可为《国标》背景下外语类专业教师的身份认同及其专业发展研究提供启示。
Teacher identity is one of the hot topics in the fi eld of language teacher education,and is closely related to teachers’professional development.However,little is known about less-commonly-taught foreign language teachers’identity.By using a qualitative approach,the study reports on the professional identity of 11 teachers teaching 11 languages other than English in a Chinese university.The fi ndings revealed that the participants’ranked their identities as follows:teachers,communicators between China and their target countries,researchers and all-rounders.The fi ndings offer valuable insights for the research on teacher identity and professional development of less-commonly-taught foreign language teachers in higher education.
出处
《中国外语》
CSSCI
北大核心
2019年第5期77-84,共8页
Foreign Languages in China
基金
国家社会科学基金重点项目“《高等学校外语类专业本科教学质量国家标准》阐释与应用研究”（编号：18AYY011）阶段性成果
关键词
教师身份认同
非通用语教师
外语类专业教师
语言教师教育
《高等学校外国语言文学类专业教学质量国家标准》
teacher identity
less-commonly-taught foreign language teachers
teachers of foreign language majors
language teacher education
China National Teaching Quality Standards for Foreign Language Majors at the Bachelor’s Level
