摘要
本研究采用生活史研究方法,以温格的实践共同体理论为框架,剖析了一位资深初中英语教师的成长故事,探究了其专业认同的特点和形成过程.研究发现,面对英语课程改革与学校教师考评压力,个案教师形成了情景性专业认同,表现为既赞同课程改革的育人理念,又习惯于传统的应试导向教学方式.情景性专业认同的形成过程凸显了课程改革理念和教师实践之间的矛盾,以及不同实践共同体在特定环境中意义流通的局限性.因此,本研究认为,课程改革的成功落地需要创建适宜各种共同体对话协商的生态环境,也需要教师形成促进学生核心素养发展且知行合一的专业认同.
Abstract
This study employs life history research methods to explore the life stories of a veteran junior high school English teacher,tracing her journey from childhood to her teaching career.It examines the characteristics and formation of her professional identity using Etienne Wenger's communities of practice as a theoretical framework.The study reveals that,faced with English curriculum reform and the pressures of school teacher evaluations,the case teacher developed a situated professional identity.This identity reflects a situated acceptance of the educational philosophy behind the curriculum reform and a habitual adherence to traditional exam-oriented teaching methods.The formation of this identity highlights the contradictions between the ideals of curriculum reform and actual teaching practices,as well as the varying degrees to which meanings are shared within different communities of practice in specific environments.Therefore,the study suggests that the successful implementation of curriculum reforms requires the creation of an ecological environment conducive to the negotiation of meanings among various communities,and supports the formation of teachers'professional identities that promote the development of students'core competencies and integrate knowledge with action.
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