理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制：基于社會(huì)心理學(xué)視角的個(gè)案研究

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作　者：	黃丹嬋著
出版社：	外語(yǔ)教學(xué)與研究出版社
叢編項(xiàng)：	外語(yǔ)學(xué)科中青年學(xué)者學(xué)術(shù)創(chuàng)新叢書(shū)
標(biāo)　簽：	暫缺

購(gòu)買(mǎi)這本書(shū)可以去

ISBN：	9787521325928	出版時(shí)間：	2021-05-01	包裝：	平裝
開(kāi)本：	其他開(kāi)本	頁(yè)數(shù)：	248	字?jǐn)?shù)：

內(nèi)容簡(jiǎn)介

　　《理工科大學(xué)公共英語(yǔ)教師職業(yè)認(rèn)同的內(nèi)涵與形成機(jī)制——基于社會(huì)心理學(xué)視角的個(gè)案研究》關(guān)于教師的職業(yè)認(rèn)同研究近年來(lái)逐漸受到重視，本研究采取自下而上的個(gè)案研究，基于對(duì)國(guó)內(nèi)某所理工科類(lèi)高校的五名公共英語(yǔ)教師的深度訪(fǎng)談、課堂觀(guān)察、學(xué)生集中訪(fǎng)談，實(shí)地考察，文本收集與分析等多種質(zhì)性研究方法，選取社會(huì)心理學(xué)理論視角，描繪高校教師職業(yè)認(rèn)同自我建構(gòu)與社會(huì)建構(gòu)的有機(jī)互動(dòng)過(guò)程。研究發(fā)現(xiàn)，獲得外界重要他者認(rèn)可是大學(xué)英語(yǔ)教師職業(yè)認(rèn)同建構(gòu)機(jī)制中核心的部分；大學(xué)公共英語(yǔ)教師的職業(yè)認(rèn)同呈現(xiàn)出異質(zhì)性、多維性以及延續(xù)性的特征。此外，職業(yè)認(rèn)同不僅僅為教師職業(yè)發(fā)展提供源動(dòng)力，也可能是職業(yè)發(fā)展過(guò)程中的意料外后果，即形成新的職業(yè)認(rèn)同。

作者簡(jiǎn)介

　　黃丹嬋，女，中央財(cái)經(jīng)大學(xué)外國(guó)語(yǔ)學(xué)院講師，研究方向?yàn)橥庹Z(yǔ)教育。參加《大學(xué)思辨英語(yǔ)教程視聽(tīng)說(shuō)4：走近學(xué)術(shù)》以及《大學(xué)思辨英語(yǔ)教程精讀4》教師用書(shū)的編寫(xiě)。獲2018年第四屆中國(guó)外語(yǔ)微課大賽（復(fù)賽）北京賽區(qū)二等獎(jiǎng)。

圖書(shū)目錄

Chapter 1 Introduction
1．1 Research background
1．1．1 The worker bees metaphor of university teachers under 40 years old （'gaoxiaoqingnianjiaoshi'）
1．1．2 The marginalized cohort of college English teachers
1．1．3 My personal motivation of conducting the study
1．2 Research purposes
1．3 Structure of the book
Chapter 2Identity Theories and Previous Studies
2．1 Theories of identity in three major disciplinary areas
2．1．1 Psychological approach to identity： Erikson's theory of identity formation
2．1．2 Sociological approach to identity： Wenger's theory of identity formation
2．1．3 Social psychological approach to identity (individual and collective）
2．1．4 Summary of theories of identity
2．2 Previous studies on teachers' professional identity
2．2．1 Teachers' Professional Identity Research in the Domain of K-12 Teacher Education
2．2．2 Research on professional identity of academics in the domain of higher Education
2．2．3 Language Teacher identity in the Domain of Applied Linguistics and TESOL
2．2．4 Research on occupational identities from a sociological perspective
2．2．5 A summary of literature review and identified research gap with respect to my study
2．3 An integrated social psychological approach to identity
2．3．1 Identity theory by Burke and Stets (2009）： a combined theory of structural， individual and interactional perspectives．
2．3．2 Giddens' theory of duality of structuration： a constructive perspective
2．3．3 The possibility and advantages of integrating Giddens' theory of structuration into identity theory
2．4 Definition of key concepts and research questions
2．4．1 Definition of key concepts
2．4．2 Research questions
……
Chapter 3 A Qualitative Case Study
Chapter 4 Sarah： A Demotivated Teacher Clinging to Her Former Student Identity
Chapter 5 Richard ： An Idetdistic Academic and Realistic Teacher
Chapter 6 Emma： A Pragmatic Teacher and Researcher
Chapter 7 Mandy： A Teacher Sticking to Her Own Beliefs
Chapter 8 Helen： A Caring Teacher Full of Uncertainties and Searching for Meanings
Chapter 9 Identity Construction： Content， Source and Mechanism
Chapter 10 Emerging Themes， Significance， Limitations and Directions for Future Research
Epilogue Researcher's Reflexivity
REFERENCES