初中新手外语教师专业生活中的情感体验叙事探究
发布时间：2023-01-25 20:33
情感是心理学、哲学、社会学等领域较为常见的研究议题。在心理学领域中,情感涵盖了人的感情状态、情绪、心境、效价体验等方面。作为教师专业生活领域中的重要概念,教师情感的地位绝不亚于教师认知。它是教师精神状态的一个重要指标,深刻影响着教师认知、教学实践及其职业幸福感。然而,长期以来,教育研究领域因其秉持的二元对立的传统姿态,即个人与公众的对立,理智与情感的对立,量化研究范式与质性研究范式的对立,教师情感被看作是教师实践中附加的或是边缘化的事物,从而忽视教师情感的研究。“情感”这一研究议题直到二十世纪80年代到90年代才逐渐进入教育研究领域。如今,随着研究领域人本主义倾向的发展,教师情感也逐渐成为热门研究话题。随着学界“情感革命”的兴起,外语教师情感的研究也日益受到国内外学者的广泛关注。已有大部分研究主要集中于经验型教师或者高校外语教师的情感体验,较少关注新手外语教师,特别是中国外语教学环境下的中学外语教师的情感体验。因此,本研究将致力于探究这一群体的教师情感体验,旨在有效促进新手外语教师的专业发展。本研究基于教师情感生态动态系统论,采用质性研究范式中的叙事探究,研究了两名中学新手外语教师在其...
【文章页数】：90 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Research purposes and significance
1.3 Structure of the dissertation
2. Literature Review
2.1 Key terms and concepts
2.1.1 Teacher emotion
2.1.2 Classification of teacher emotion
2.1.3 Emotion regulation strategies
2.1.4 Novice EFL teachers
2.1.5 EFL teacher's professional life
2.2 Theoretical perspectives of research on teacher emotion
2.2.1 Individual psychological perspective
2.2.2 Sociocultural perspective
2.2.3 Post-structuralist perspective
2.2.4 Bioecological dynamic systems perspective
2.3 Empirical research on teacher emotion
2.3.1 Types of teacher emotion
2.3.2 Teacher emotion regulation
2.3.3 Teacher emotional rules and emotional labor
2.3.4 Teacher emotion in educational reform
2.4 Methodological approaches to understanding EFL teacher emotion
2.4.1 Qualitative approach
2.4.2 Quantitative approach
2.4.3 Mixed approaches
2.5 Summary
3. Research Design
3.1 Research methodology-narrative inquiry
3.2 Research puzzles
3.3 Participants
3.4 Data collection
3.4.1 Conversations and interviews
3.4.2 Teaching diaries
3.4.3 Case materials
3.4.4 Video classroom observation
3.5 Data analysis
4. Results and Discussion
4.1 Narrative accounts of teacher emotional experiences
4.1.1 Accounts of Cherise's teacher emotional experiences
4.1.1.1 "I felt proud to be an English teacher"
4.1.1.2 "The naughty boys drove me crazy and upset"
4.1.1.3 "I was not good at teaching at all"
4.1.1.4 "It seemed that my work was endless"
4.1.1.5 "The atmosphere eased my anxiety a little bit"
4.1.1.6 "Anyway, may the future be bittersweet"
4.1.2 Accounts of Jenny's teacher emotional experience
4.1.2.1 "I was respectful of being a teacher"
4.1.2.2 "Though it was hard to fit in, the model was worth trying"
4.1.2.3 "Putting myself into the shoes of the parents would make a difference"
4.1.2.4 "I was struggled to win the satisfaction of my families"
4.1.2.5 "Hope I would grow in it"
4.2 Discussion
4.2.1 The complexity and phased characteristics of novice EFL teacher emotions
4.2.2 Formation of teacher emotional experience
4.2.2.1 Interaction between micro-environment and teachers' goal
4.2.2.2 Interaction between exo-environment and teachers' goal
4.2.2.3 Interaction between meso-environment and teachers' goal
4.2.2.4 Interaction between macro-environment and teachers' goal
4.2.2.5 Understanding novice teacher emotions through bioecological lens
4.2.3 Teacher emotion regulation strategies
4.2.3.1 Antecedent-focused emotion regulation
4.2.3.2 Response-focused emotion regulation
4.2.3.3 Employing emotion regulation strategies with self-initiative
5. Conclusion and Implication
5.1 Major findings
5.2 Implications of the study
5.3 Limitations of the study
Bibliography
Appendix Ⅰ Interview guide
Appendix Ⅱ Excerpts of conversations and interviews
Appendix Ⅲ Excerpts of teaching diaries
【参考文献】：
期刊论文
[1]乡村小学新教师情感劳动的质性研究[J]. 赵鑫,谢小蓉. 基础教育. 2018(05)
[2]高校法语教师专业生活中的情感体验个案研究[J]. 颜奕,谈佳. 外语与外语教学. 2018(04)
[3]国际教师情感研究进展的可视化分析及其启示[J]. 古海波,顾佩娅. 外语电化教学. 2015(03)
[4]教师情感研究综述:概念、理论视角与研究主题[J]. 胡亚琳,王蔷. 外语界. 2014(01)
[5]教师专业实践中的情绪劳动[J]. 尹弘飚. 教育发展研究. 2009(10)
[6]教师情绪研究：发展脉络与概念框架[J]. 尹弘飚. 全球教育展望. 2008(04)
[7]叙述探究与教师发展[J]. 许世静,F.麦克尔·康纳利. 北京大学教育评论. 2008(01)
[8]国外教师情绪研究的视角转换与启示[J]. 孙俊才,卢家楣. 外国教育研究. 2007(07)
[9]教师情绪:课程改革中亟待正视的一个议题[J]. 尹弘飚. 教育发展研究. 2007(06)
[10]英语教师职业倦怠情况调查[J]. 程晓堂. 外语艺术教育研究. 2006(04)
博士论文
[1]高校外语教师科研情感叙事案例研究[D]. 古海波.苏州大学 2016
硕士论文
[1]农村小学教师专业生活状态研究[D]. 方艳.华东师范大学 2011
本文编号：3731762
【文章页数】：90 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
1.1 Research background
1.2 Research purposes and significance
1.3 Structure of the dissertation
2. Literature Review
2.1 Key terms and concepts
2.1.1 Teacher emotion
2.1.2 Classification of teacher emotion
2.1.3 Emotion regulation strategies
2.1.4 Novice EFL teachers
2.1.5 EFL teacher's professional life
2.2 Theoretical perspectives of research on teacher emotion
2.2.1 Individual psychological perspective
2.2.2 Sociocultural perspective
2.2.3 Post-structuralist perspective
2.2.4 Bioecological dynamic systems perspective
2.3 Empirical research on teacher emotion
2.3.1 Types of teacher emotion
2.3.2 Teacher emotion regulation
2.3.3 Teacher emotional rules and emotional labor
2.3.4 Teacher emotion in educational reform
2.4 Methodological approaches to understanding EFL teacher emotion
2.4.1 Qualitative approach
2.4.2 Quantitative approach
2.4.3 Mixed approaches
2.5 Summary
3. Research Design
3.1 Research methodology-narrative inquiry
3.2 Research puzzles
3.3 Participants
3.4 Data collection
3.4.1 Conversations and interviews
3.4.2 Teaching diaries
3.4.3 Case materials
3.4.4 Video classroom observation
3.5 Data analysis
4. Results and Discussion
4.1 Narrative accounts of teacher emotional experiences
4.1.1 Accounts of Cherise's teacher emotional experiences
4.1.1.1 "I felt proud to be an English teacher"
4.1.1.2 "The naughty boys drove me crazy and upset"
4.1.1.3 "I was not good at teaching at all"
4.1.1.4 "It seemed that my work was endless"
4.1.1.5 "The atmosphere eased my anxiety a little bit"
4.1.1.6 "Anyway, may the future be bittersweet"
4.1.2 Accounts of Jenny's teacher emotional experience
4.1.2.1 "I was respectful of being a teacher"
4.1.2.2 "Though it was hard to fit in, the model was worth trying"
4.1.2.3 "Putting myself into the shoes of the parents would make a difference"
4.1.2.4 "I was struggled to win the satisfaction of my families"
4.1.2.5 "Hope I would grow in it"
4.2 Discussion
4.2.1 The complexity and phased characteristics of novice EFL teacher emotions
4.2.2 Formation of teacher emotional experience
4.2.2.1 Interaction between micro-environment and teachers' goal
4.2.2.2 Interaction between exo-environment and teachers' goal
4.2.2.3 Interaction between meso-environment and teachers' goal
4.2.2.4 Interaction between macro-environment and teachers' goal
4.2.2.5 Understanding novice teacher emotions through bioecological lens
4.2.3 Teacher emotion regulation strategies
4.2.3.1 Antecedent-focused emotion regulation
4.2.3.2 Response-focused emotion regulation
4.2.3.3 Employing emotion regulation strategies with self-initiative
5. Conclusion and Implication
5.1 Major findings
5.2 Implications of the study
5.3 Limitations of the study
Bibliography
Appendix Ⅰ Interview guide
Appendix Ⅱ Excerpts of conversations and interviews
Appendix Ⅲ Excerpts of teaching diaries
【参考文献】：
期刊论文
[1]乡村小学新教师情感劳动的质性研究[J]. 赵鑫,谢小蓉. 基础教育. 2018(05)
[2]高校法语教师专业生活中的情感体验个案研究[J]. 颜奕,谈佳. 外语与外语教学. 2018(04)
[3]国际教师情感研究进展的可视化分析及其启示[J]. 古海波,顾佩娅. 外语电化教学. 2015(03)
[4]教师情感研究综述:概念、理论视角与研究主题[J]. 胡亚琳,王蔷. 外语界. 2014(01)
[5]教师专业实践中的情绪劳动[J]. 尹弘飚. 教育发展研究. 2009(10)
[6]教师情绪研究：发展脉络与概念框架[J]. 尹弘飚. 全球教育展望. 2008(04)
[7]叙述探究与教师发展[J]. 许世静,F.麦克尔·康纳利. 北京大学教育评论. 2008(01)
[8]国外教师情绪研究的视角转换与启示[J]. 孙俊才,卢家楣. 外国教育研究. 2007(07)
[9]教师情绪:课程改革中亟待正视的一个议题[J]. 尹弘飚. 教育发展研究. 2007(06)
[10]英语教师职业倦怠情况调查[J]. 程晓堂. 外语艺术教育研究. 2006(04)
博士论文
[1]高校外语教师科研情感叙事案例研究[D]. 古海波.苏州大学 2016
硕士论文
[1]农村小学教师专业生活状态研究[D]. 方艳.华东师范大学 2011
本文编号：3731762
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