论文题目：高中英语新教师入职教学指导的个案研究
摘要：入职教学指导作为帮助初任教师快速适应学校生活并完成角色转换,促进教师专业发展的方式已被国内外中小学普遍运用。然而,多数文献仅是分别研究教学指导,教师身份认同和教师专业发展,而分析教学指导对初任英语教师身份认同和教师专业发展的影响及其二者之间关系的研究较少。因此,本研究主要聚焦于英语新教师身份认同和教师专业发展两个问题,探究了入职教学指导的实施对于两者产生的影响,以及两者之间的联系。本文基于终身教育、教师专业发展阶段以及教师知识结构理论对以下三个问题进行了研究:1)入职教学指导对高中英语新教师身份认同有何影响?2)入职教学指导对高中英语新教师专业发展有何影响?3)高中英语新教师身份认同和教师专业发展之间有何联系?本研究采取个案研究方法,以温州两所高中的两位英语新教师为研究对象,对她们及其指导教师进行了访谈和为期八天的田野观察,并研究了两位初任教师的教学日志,以探究本文的三个研究问题。研究结果表明,1)入职教学指导能对高中英语新教师身份认同产生积极而深刻的影响,具体表现在职业身份认同,专业身份认同,个人身份认同和处境身份认同四个方面。2)入职教学指导对高中英语新教师专业发展产生了积极的影响,使初任教师在专业精神,专业知识和专业能力方面都得到了提升。3)教师职业身份认同与专业发展呈现正相关之间存在关系,职业身份认同越高,越容易促进教师的专业发展。
关键词：新教师;教学指导;入职教育;教师身份认同;教师专业发展
学科专业：学科教学（英语）（专业学位）
Abstract
摘要
Introduction
Chapter1 Literature Review
1.1 Teacher Inductive Education
1.1.1 Paradigms of Teacher Education
1.1.2 Inductive Education of Novice Teacher
1.2 Studies on Mentoring
1.3 Studies on Teacher Identity
1.4 Studies on Teacher Professional Development
Chapter2 Theoretic Basis
2.1 The Lifelong Education
2.1.1 The Development of the Lifelong Education
2.1.2 Principles of the Lifelong Education Theory
2.2 Professional Development Stages of Teachers
2.2.1 The Development of Professional Development Stages ofTeachers
2.2.2 Professional Development Stage of In-service Teachers
2.3 The Knowledge Structure of Teachers
Chapter3 Methodology
3.1 Research Design
3.1.1 Research Questions
3.1.2 Research Subjects
3.1.3 Research Instruments
3.2 Research Procedure
3.2.1 Data Collection
3.2.2 Data Analysis
Chapter4 Results and Discussion
4.1 Effects of Mentoring on Novice High School English TeacherIdentity
4.1.1 Effects on Career Identity
4.1.2 Effects on Major Identity
4.1.3 Effects on Personal Identity
4.1.4 Effects on Situated Identity
4.2 Effects of Mentoring on Novice High School English Teachers'Professional Developmention
4.2.1 Effects on Professional Spirit
4.2.2 Effects on Professional Knowledge
4.2.3 Effects on Professional Competence
4.3 The Relationship between Novice High School English Teachers’ Identity and Professional Development
Conclusion
Bibliography
Appendix
Acknowledgements