新手中学英语教师信念与实践之叙事探究

The beliefs and practice of a novice secondary English teacher: A narrative study

教师信念对于教师的成长具有至关重要的意义，是教师自我成长与完善的强大的内部驱动力。教师信念的深入研究需要结合具体学科特点和教师职业生涯的具体阶段，因此对于外语教师和新手教师信念的探究非常有必要。本研究对北京某新手中学外语教师进行了为期三年半的跟踪研究，旨在探究：（1）该新手英语教师教育信念的特征及其来源；（2）该教师信念与实践的关系；以及（ 3）影响该教师教育信念实施与发展的因素。本研究应用了叙事探究的方法，采取了访谈、课堂观察以及收集教案、教学反思、来往邮件、师资培训讲义、校史校训等多种资料的方法。研究发现，新手教师的信念体系受个人语言学习经历和教学实践共同体的影响很大，其特征是比较脆弱，易于波动，但是可塑性很强。新手教师的信念和教学实践往往存在冲突和张力。教师与学习者信念的冲突、现实环境的制约以及教师本人的能动性的抑制是影响其信念实施与发展的主要因素。研究结果对新手教师教育和研究方法都有重要启示。

The study of teachers’ beliefs has the potential to provide significant and profound insights for teacher educators and policy makers. A deeper exploration of teachers’ beliefs should be related to the specific discipline and stage of professional development. This article refers to a narrative study of a novice secondary English teacher's beliefs and classroom practice over a period of 3.5 years. The study attempts to unfold the following puzzles: (1) What are the features and origins of the teacher's beliefs? (2) What's the connection between the teacher's beliefs and classroom practice? (3) What are the factors that constrain the implementation and development of the teacher's beliefs? Multiple methods were employed in data collection， including interviews and classroom observations. Written documents like lesson plans， reflective journals， e-mails and school documents were also collected. Findings suggest that novice teachers' beliefs are both vulnerable and flexible. And there are always tensions and conflicts between the teacher's beliefs and practice. Factors that constrain the implementation and development of the teacher's beliefs include the mismatch between the beliefs of the teacher and those of the students， the constraints of the sociocultural context and the teacher's agency. Implications for both research methodology and novice teacher education are also discussed.