published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

随着教师研究关注点从教师行为发展到教师认知，教师信念成为重要的研究议题。职前教师教育政策性文本也开始关注教师信念等问题，促进师范生信念的改变成为职前教育的目标。在教师信念研究中，基于中国大陆职前教育背景的师范生信念的动态研究相对比较少。 / 本研究采用质性研究取向、个案研究策略，选取了P师范大学英语专业和学前教育专业共8位师范生为研究对象。通过深度访谈、文件分析等方法搜集田野研究数据，探究在职前教育阶段师范生信念的发展变化，并分析影响师范生信念发展变化的因素。 / 研究发现，在专业课后，学前教育专业师范生都转向幼儿中心的信念取向；实习后，学前教育专业师范生信念出现回归倾向。英语专业师范生在专业课后信念发展变化有一些多样性。师范生信念的转变可以分为两组，专业课学习之后，EFL-X、EFL-Q这两位师范生信念呈现整合的特点，实习后，两位师范生信念转向以传统教师中心取向为主。而另外两个英语专业师范生则呈现另一类型。专业课后，EFL-Z、EFL-R两位师范生持有学生中心的信念取向，实习后，他们的信念呈现整合的特点。师范生信念的发展是一个动态的过程，师范生信念由基于个人经验的信念发展初期，发展到基于理论的信念发展阶段，再发展到基于情境的、经验的信念发展阶段，这一阶段师范生信念出现具体化，回归传统两种发展变化形态。 / 在不同的阶段中，影响师范生信念的因素具有差异性。在专业课学习阶段，学前教育教育专业师范生信念受职前教育课程影响比较明显。师范生接受专业理论课程时，师范生进行一致性检验，新习得的信息与原有的基于个人经历形成的信念不一致，出现认知冲突，认知冲突是信念改变的开始。专业课传递的理念处于比较强势的地位，同化了之前基于社会文化及个人因素形成的信念，基于专业课形成的信念还要反复地通过实践环节进行一致性的检验。学前教育专业主干课程的课程内容强调儿童中心，理论课程的学习阶段有见习环节，见习的重要作用在于及时强化师范生在专业课程中习得的信念。大学教师在教学中注重学生参与、注重实践性，课程组织以及大学教师的教学方式都符合情境学习理论所强调的通过即时的情境、注重学习材料的真实性，在参与实践的过程中学习的理念。结合真实的情境进行学习，容易引起师范生的认知冲突，因此，学前教育专业师范生信念改变比较明显。英语专业职前教育课程理论课程与实践课程相分离，在专业课形成理念得不到及时的强化，不利于师范生信念的改变。英语知识课程理念和教师职业教育类课程所强调的理念有一些不一致，是导致专业课后英语专业师范生信念出现差异性的原因之一。 / 实习过程中，师范生信念主要受情境性因素、基于实践的反思、社会性互动影响。师范生在实习过程中教学实践与信念的一致性强化专业课习得的信念，信念的发展形态为具体化。如果实践和师范生持有的信念不一致，出现认知冲突，伴随比较消极的情绪，师范信念开始动摇，出现回归的倾向，出现信念的重新整合或回归教师中心的信念取向。 / 个人、社会方面的因素对师范生信念有所影响，高中学习经历是影响大一英语专业师范生信念形成的因素。实习阶段，受考试文化因素的影响，师范生信念发生回归传统的倾向。另外，师范生的个人性格、个人性别、其他学习经历制约职前教育课程对个人信念影响的大小。 / With the shift of focus in teacher research from teachers’ behavior to teachers’ cognition, teachers’ beliefs have become an important research issue. Recently, pre-service teacher education policies have begun to pay attention to teachers’ beliefs. Promoting changes in the beliefs of pre-service teachers should be one of the central tasks of pre-service teacher education. However, few studies of pre-service teachers’ beliefs have been conducted in the context of mainland Chinese pre-service teacher training programs. / The present research followed a qualitative research approach and employed the case study method. Eight students of a normal university, four pre-service teachers majoring in English and four majoring in preschool education, participated in the study. The researcher collected data through in-depth interviews and document analysis to address the following questions. How do pre-service teachers’ beliefs develop during pre-service teacher education? What factors would effect changes in the beliefs of pre-service teachers? / The results show that before their teaching practicum the preschool education majors tended to hold child-centered beliefs, whereas after it their beliefs tended to reflect a traditional teacher-centered orientation. The changes in the beliefs of the English majors exhibited greater variety, although two general types of belief-changes were observed. Two of the English majors showed an integration of teacher-and student-centered beliefs before the teaching practicum, and reverted to teacher-centered beliefs after it. The other two originally held student-centered beliefs, and then moved toward an integration of teacher-and student-centered beliefs after the teaching practicum. / The influential factors in changing the participating pre-service teachers’ beliefs differed at different stages of the research. The preschool education majors were affected by the university curriculum in significant ways, and then tried to reconcile their experience in the teaching practicum with a theoretical perspective. Cognitive conflict arose when there was a discrepancy between teaching experience and earlier held beliefs, leading to a change in beliefs. Beliefs based on formal education tend to be influential and to assimilate pre-existing beliefs based on personal experience and the prevailing culture, but need to be consolidated by practice. The preschool education curriculum emphasizes child-centered beliefs, which are to be strengthened by internship experience. Normal universities emphasize the full participation of pre-service teachers, and preschool education majors have many opportunities to learn through practice. The organization of the curriculum and teaching methods are in line with situated learning theory, which emphasizes the situated nature of the learning process in the immediate context and the use of authentic learning materials. For English majors, in contrast, the curriculum and practice are separated. Beliefs shaped by the courses taken are not immediately strengthened by practice, and are thus more resistant to change. What is more, there are inconsistences between English subject courses and educational theory courses. That discrepancy appears to be the main reason for the diversity in pre-service teachers’ beliefs observed in this research. / During the teaching practicum, participants’ beliefs were affected by the context, reflection on practices, and social interaction. Consistency between practice and beliefs reinforced their beliefs, whereas discrepancies led to negative emotions and belief-regression. / Personal factors and the assessment-centered culture that prevails in mainland China also affected the participating pre-service teachers’ beliefs. The main influence on those beliefs was the participants’ own educational experience, which was largely characterized by an emphasis on assessment. During the teaching practicum, this assessment-centered culture prompted the English majors to resort to a traditional teacher-centered orientation. Also, personal factors such as personality, sex, and additional learning experiences, influenced the effectiveness of the teacher training program in shifting the beliefs of all participating pre-service teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李玲. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 238-261). / Abstracts also in English. / Li Ling.

身份转变是成为教师的一个重要部分，不少研究者因此强调教师教育在职前教师专业身份形成中的作用，亦有研究者发现实习是职前教师身份转变的关键阶段。然而到底职前教师是如何通过专业学习来建构和发展期专业身份的，却一直缺乏相关实证研究。有鉴于此，本研究尝试从职前教师专业学习历程中去理解专业身份的建构和发展，从职前教师的视角去考察当前教育实习为他们提供了怎样的身份建构情境。 / 研究以情境视角下的学习观和身份建构观为理论背景(Lave&Wenger,1991; Wenger,1998)，采个案研究方法，通过深度访谈和田野观察来跟踪两所实习学校内的四名高中实习教师的专业学习历程，以理解实习教师的身份建构和改变的过程，并以此为线索梳理了实习情境中影响其身份建构的主要因素及其互动关系。 / 研究发现，实践参与式的学习确实改变着实习教师的专业身份。四个个案实习教师的专业身份经过实习后都在不同方面不同程度地发生了改变。驱使这种改变的最为核心的力量是他们在实习前业已形成的职业承诺和教师角色认知。而它们也是实习教师在实践场域中定位自我的最为关键的两个身份定位点。职业承诺决定了职前教师参与实践和建构身份的意愿。根据自己的学生身份所形成的教师角色认知则是实习教师识读实习情境扮演角色的主要根据。既有的角色认知与实习场域中的角色脚本的冲突则是启动身份重构的关键。 / 另一方面，实习学校的实践文化、实习指导教师所构成的实习情境共同框定了实习教师的实践参与的方式和内容。而实习教师总是基于自己原有的职业承诺和角色认知投入实习情境，与角色对手展开互动。身份的协商正是在这种互动的参与中展开。传记性因素、情境性因素和经历性因素在这个过程中以不同方式影响着身份的协商和建构，而它们三者之间的互动最后形塑了职前教师在整个实习期间的参与轨迹，导向了不同的专业身份。 / 基于此，研究尝试为学界理解职前教师如何通过专业学习以建构其专业身份提供概念框架和实践启示，并提议建立专业身份建构型的教师学习观。 / As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers’ professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction. / Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers’ learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers. / The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers’ professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers’ understanding of the teaching practice context as well as the role playing. The clash between the four student teachers’ concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers’ identities reconstruction. / The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers’ participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities. / On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers’ professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 张倩. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 304-315). / Abstracts in Chinese and English. / Zhang Qian. / 中文摘要 --- p.I / 英文摘要 --- p.II / 致谢 --- p.IV / 目录 --- p.V / 图表目录 --- p.VII / 导言 --- p.VIII / Chapter 第一章 --- 问题陈述 --- p.1 / Chapter 第一节 --- 研究的缘起--寻惑与解惑的起点 --- p.1 / Chapter 第二节 --- 研究的背景 --- p.3 / Chapter 一、 --- 教师身份的提出 --- p.3 / Chapter 二、 --- “学教的再概念化 --- p.4 / Chapter 三、 --- 情境学习的视角 --- p.5 / Chapter 四、 --- 教育实习的样貌 --- p.6 / Chapter 第三节 --- 研究的目的与问题 --- p.8 / Chapter 第四节 --- 研究的意义 --- p.9 / 本章小结 --- p.12 / Chapter 第二章 --- 文献述评 --- p.13 / Chapter 第一节 --- 西方研究中的“学教 --- p.13 / Chapter 一、 --- “学教研究的脉络梳理 --- p.14 / Chapter 二、 --- 再概念化的“学教 --- p.17 / Chapter 三、 --- 本研究的“学教概念框架 --- p.22 / Chapter 四、 --- 小结 --- p.32 / Chapter 第二节 --- 教师专业身份的研究脉络 --- p.34 / Chapter 一、 --- 教师专业身份的意涵 --- p.35 / Chapter 二、 --- 教师专业身份研究的主要理论脉络 --- p.41 / Chapter 三、 --- 实习教师专业身份研究的现状 --- p.46 / 本章小结 --- p.58 / Chapter 第三章 --- 研究的设计与方法 --- p.59 / Chapter 第一节 --- 研究框架与研究问题 --- p.59 / Chapter 一、 --- 研究的概念框架 --- p.59 / Chapter 二、 --- 相关概念的操作性定义 --- p.61 / Chapter 三、 --- 研究问题的阐述 --- p.63 / Chapter 第二节 --- 研究的设计与方法 --- p.64 / Chapter 一、 --- 质化研究取向 --- p.64 / Chapter 二、 --- 个案研究的策略 --- p.64 / Chapter 三、 --- 研究的整体设计 --- p.65 / Chapter 第三节 --- 研究的效度与伦理 --- p.75 / Chapter 一、 --- 研究的效度 --- p.75 / Chapter 二、 --- 研究伦理 --- p.76 / Chapter 第四节 --- 研究局限 --- p.78 / 本章小结 --- p.79 / Chapter 第四章 --- 实习教师的专业身份发展 --- p.80 / Chapter 第一节 --- 个案实习教师的专业身份发展 --- p.80 / Chapter 一、 --- 薇的专业身份发展 --- p.81 / Chapter 二、 --- 凯的专业身份发展 --- p.96 / Chapter 三、 --- 玲的专业身份发展 --- p.108 / Chapter 四、 --- 慧的专业身份发展 --- p.122 / Chapter 第二节 --- 实习教师专业身份发展的特点 --- p.139 / Chapter 一、 --- 实习前职前教师的专业身份特点 --- p.139 / Chapter 二、 --- 实习前职前教师专业身份的主要区别 --- p.145 / Chapter 三、 --- 实习后职前教师的专业身份特点 --- p.147 / Chapter 第三节 --- 小结 --- p.152 / Chapter 第五章 --- 实习情境中的学教与身份发展 --- p.156 / Chapter 第一节 --- 个案实习教师的实习故事 --- p.156 / Chapter 一、 --- 薇的实习故事 --- p.157 / Chapter 二、 --- 凯的实习故事 --- p.176 / Chapter 三、 --- 玲的实习故事 --- p.191 / Chapter 四、 --- 慧的实习故事 --- p.209 / Chapter 小结 --- p.227 / Chapter 第二节 --- 专业身份的形塑--实习情境的识读与应对 --- p.228 / Chapter 第三节 --- 专业身份的建构--情感体验与自我反思 --- p.236 / Chapter 第四节 --- 小结 --- p.240 / Chapter 第六章 --- 实习教师身份发展的主要影响因素 --- p.243 / Chapter 第一节 --- 传记性因素 --- p.243 / Chapter 第二节 --- 情境性因素 --- p.247 / Chapter 第三节 --- 经历性因素 --- p.263 / Chapter 第四节 --- 小结 --- p.275 / Chapter 第七章 --- 结论 --- p.277 / Chapter 第一节 --- 研究的结论 --- p.277 / Chapter 第二节 --- 研究意义 --- p.285 / Chapter 第三节 --- 研究反思与建议 --- p.292 / Chapter 附录一 --- 第一次访谈提纲 --- p.296 / Chapter 附录二 --- 第二次访谈提纲 --- p.298 / Chapter 附录三 --- 第三次访谈提纲 --- p.300 / Chapter 附录四 --- 文献综述中的“学教 --- p.300 / 参考文献 --- p.304

"Sept 2004." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 308-321). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

林一鋼. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 227-242). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 227-242). / Lin Yigang.

published_or_final_version / Education / Master / Master of Education