高校英语专业论文提纲

论文题目：中国高校英语专业教师职业发展研究

摘要：近二十年来,教师职业发展受到愈来愈多关注,相关研究在教师教育领域不断深入发展,在理论构建和具体实践等方面均提供了珍贵的借鉴依据。教师职业发展依赖客观环境和主观情感,不同的社会文化经济背景、学科背景、教学层次和发展阶段都对教师职业发展的塑造和存续产生影响。因此,细化研究环境和研究对象有利于更具针对性地解释教师职业发展,提出应对之策。在国内,以往研究对高校英语专业教师的职业发展关注较少,且研究者多采用大规模问卷调查研究方法,侧重描述该教师群体的静态职业发展情况,而难以顾及教师职业发展的动态解释。基于教学层次和学科背景,本研究选取高校英语专业教师作为研究对象,采用量化和质性结合的方式,以42名英语专业教师为问卷调查对象,3名处于不同职业发展阶段的英语专业教师（新手教师,熟手教师,专家教师）为深度访谈对象,借助“教师发展成因关联模型”和“教师发展成因整合框架”,探讨了新时代背景下该教师群体的职业发展特点和影响因素,以及在不同职业发展阶段的具体实践。问卷分析和深度访谈结果表明:第一,国内高校英语专业教师的职业发展可能存在资源与需求不平衡,教学与科研矛盾不易调解,路径单一的特点。第二,重要事件和人物,高等教育经历和激励政策可能促进该教师群体的职业发展,而自主权受限和自身专业能力不足则可能制约教师职业发展。拥有较高自我效能和能动性的高校英语专业教师,能依据自身实际做出策略性调整,通过有效的途径推动或重塑自己的职业发展之路而获得进阶。第三,处于不同职业发展阶段的教师在具体实践上存在差异:新手教师更关注自我身份建构,在摸索中寻求外界认同;熟手教师关注改革趋势,督促自我升级以适应新情势;专家教师肩负多重身份与责任,职业情感投入和成就感高。本研究验证了“教师发展成因关联模型”和“教师发展成因整合框架”对中国高校英语专业教师职业发展的解释力,进一步充实了国内高校教师职业发展理论。就实际意义而言,本研究结论为相关机构和高校提供了政策制定的实证性依据,为高校外语教师个人在职业发展方面提供了参考借鉴。

关键词：高校英语专业教师;中国高校;职业发展;教师教育;发展阶段

学科专业：外国语言学及应用语言学

Abstract

摘要

List of Abbreviations

Chapter One Introduction

1.1 Background of the Study

1.2 Objectives of the Study

1.3 Significance of the Study

1.4 Organization of the Thesis

Chapter Two Literature Review

2.1 Nature of Teacher Professional Development

2.1.1 Teacher Professional Growth

2.1.2 Teacher Professional Learning

2.1.3 A Working Definition of Teacher Professional Development

2.2 Stage Models of Teacher Professional Development

2.2.1 Professional Development Stage Model for the Present Study

2.3 Resources and Constraints of Teacher Professional Development

2.4 Approaches for Teacher Professional Development

2.5 Research Gaps

2.6 Theoretical Underpinnings for the Present Study

Chapter Three Methodology

3.1 Research Design

3.2 Research Context

3.3 Research Questions

3.4 Participants

3.5 Research Instruments

3.5.1 The Questionnaire

3.5.2 Semi-structured Interview

3.6 Pilot Study

3.7 Data Collection

3.8 Data Analysis

Chapter Four Results and Discussion

4.1 Characteristics of Teacher Professional Development

4.1.1 Working Conditions

4.1.2 Professional Identity

4.2 Resources and Constraints of Teacher Professional Development

4.2.1 Resources of Teacher Professional Development

4.2.2 Constraints of Teacher Professional Development

4.3 Different Practices across Teacher Professional Development Stages

4.3.1 The Novice Teacher

4.3.2 The Proficient Teacher

4.3.3 The Expert Teacher

Chapter Five Conclusions

5.1 Summary of Major Findings

5.1.1 Characteristics of Teacher Professional Development

5.1.2 Resources and Constraints of Teacher Professional Development

5.1.3 Different Practices across Teacher Professional Development Stages

5.2 Implications of the Study

5.3 Limitations and Suggestions for Future Study

References

Appendices

Appendix A 关于中国高校英语专业教师职业发展特点的调查问卷

Appendix B 访谈提纲

Acknowledgements