初中英语教师职业发展需求 基于云南省多语民族地区的实证研究 英文版
作者：钟维 著
出版时间： 2019年版
内容简介
相较于大城市里的教师而言，工作在多语民族地区的英语教师长期以来一直面对不同的困境，而这些困境恰恰成为其专业发展需求的社会动因。在职英语教师培训通常以三种方式展开：①针对新课标或政策的专题性短期培训；②专家入校系统培训；③自主展开的学习。前两种多为学校导向，而后者是个人导向。
《初中英语教师职业发展需求：基于云南省多语民族地区的实证研究》以2010—2013年参与云南某高校的“国培计划”部分受训者作为被试，针对多语民族地区初中英语教师职业发展的需求展开实证研究。《初中英语教师职业发展需求：基于云南省多语民族地区的实证研究》共分三个部分九个章节。第一部分即第一章，整体介绍研究背景、意义和研究的核心问题。第二部分为第二至第五章，分别介绍了建构主义学习理论、成人学习动机理论、教师信念理论，其中教师信念包括班杜拉的交互决定模型、教师工作效能和语言学习态度理论。第三部分为第六至第九章，分别从定量和定性研究的数据出发，分析并解读了多语民族地区初中英语教师的职业发展需求，重点探讨其自我效能以及语言学习态度和培训动机之间的内在关系。
目录
Explanation of the Abbreviations
Part 1 Background of the Research
Chapter 1 Introduction
1.1 National Training Plan
1.2 English Language Education Policy in China: Ideology Changes from Political-Oriented to Utilitarian-Oriented
1.2.1 Political-oriented English education: the 1860s to the mid-1970s
1.2.2 Economic-oriented English education: 1978 to
1.2.3 Instrumental English education: expansion after
1.3 Problems of English Education in Multilingual Ethnic Minority Areas of Yunnan
1.3.1 Language barriers in multilingual areas
1.3.2 English teachers poor teaching quality
1.4 Significance of the Research
1.5 Research Questions
1.6 Research Rational
Part 2 Theoretical Framework of the Research
Chapter 2 Key Concepts on Teacher Professional Development
2.1 Teaching as a Profession
2.2 Professional Teachers in Western Terms and Shide in Chinese Context
2.2.1 Professional teachers in Western terms
2.2.2 Shide: old Confucian requirements
2.3 Stage of Teacher Professionalism in Current China
2.4 Teacher Knowledge Base
Chapter 3 Social Constructed Cognitive Process
3.1 Constructivist Learning Theory
3.1.1 The "novice" and the "expert" in constructivist learning process
3.1.2 Vygotskys dialectical constructivism
3.1.3 Instructional scaffolding
3.1.4 Organizational context
3.2 Constructivist Learning Theory and In-service Teachers Training
Chapter 4 Motivation and Adults Education Participation
4.1 From Maslow to Herzberg
4.2 Roger Boshiers EPS
Chapter 5 Teacher Beliefs
5.1 Banduras Model of Reciprocal Determinism
5.2 Teacher Efficacy and Its Influencing Factors
5.3 Attitudes in Language Learning
Part 3 Major Findings
Chapter 6 Language Learning Attitudes of Secondary School English Teachers in Multilingual Areas
6.1 Distribution and Strength of ELA
6.1.1 General English learning attitudes
6.1.2 Five English learning attitudinal dimensions
6.1.3 Spearman rank correlation analysis of ELA
6.2 Distribution and Strength of Ethnic Minority Language Learning Attitudes
6.2.1 General learning attitudes towards ethnic minority languages
6.2.2 Five ethnic minority language learning attitudinal dimensions
6.2.3 Spearman rank correlation analysis of the ethnic minority language learning attitudes
6.3 Strength and Correlation of Language Learning Attitudes
6.3.1 Strength and correlation of AC
6.3.2 Strength and correlation of AS
6.3.3 Strength and correlation of AL
6.3.4 Strength and correlation of attitudes to social value of the target language
6.3.5 Strength and correlation of attitudes to the particular uses of the target language (PU)
6.4 Teachers, General Attitudes to Language Learning
6.4.1 "English is a cultural carrier."
6.4.2 "English has more social values than ethnic minority languages."
Chapter 7 Teacher Efficacy of Secondary School English Teachers in Multilingual Areas
7.1 ETE Strength
7.2 Teacher Efficacy Strength and the Demographic Features
7.2.1 Age
7.2.2 Teaching years
7.2.3 Teaching subjects
7.2.4 Professional titles
7.2.5 Ethnicity
7.3 Difficulties for Teaching English in Rural Areas
7.3.1 "I dont know how I can motivate my students to learn English."
7.3.2 "The principal always assigned me to do other things not related to my teaching."
7.3.3 "Family guidance is so poor that parents barely have positive influences on students."
7.4 The language Barrier for Teaching English in Multilingual Areas
7.4.1 "This is a multilingual area and you dont need to learn English to survive."
7.4.2 "English can only be taught in Chinese, but I have many students who cannot speak Chinese."
7.4.3 "I don,t know their languages and I can only teach in Chinese."
7.5 Beliefs on Professional Teacher and Teaching Profession
7.5.1 "If I care more about the students, they would gradually believe in us."
7.5.2 "Sometimes I like being a teacher but sometimes I dont."
7.5.3 "Being a teacher doesnt mean teaching knowledge only, and it also means educating students to be responsible for society."
7.5.4 "We are the lowest of the society but doing the hardest job."
Chapter 8 Education Participation Motivation of Secondary School English Teachers in Multilingual Areas
8.1 Exploratory Factor Analysis
8.2 Strength of Educational Participation
8.3 Differences of EPS Strength of English Teachers Among Various Demographic Groups
8.3.1 Teaching years
8.3.2 Age
8.3.3 Professional titles
8.3.4 Ethnicity
8.4 Correlations Between ELA and EPS of English Teachers
8.5 Correlations Between TE and EPS of English Teachers
8.6 Differences of EPS Between High and Low GTE English Teachers
8.7 Reflections on In-service Training
8.7.1 "Long program is better than short one."
8.7.2 "Some techniques are impractical for us."
8.7.3 "Government should send young teachers to learn more, not just experienced teachers."
Chapter 9 Teachers Professional Development Needs
9.1 Three Major Findings
9.1.1 AEL contributes most to the motivation in in-service training
9.1.2 AES has a considerable effect on the motivation for professional advancement and cognitive interests
9.1.3 Instrumental attitudes to English lead to pragmatic needs in teacher training
9.2 Need One: Specific Language Support for Teachers Who Cannot Speak Ethnic Minority Languages
9.3 Need Two: English Content Knowledge Training
9.4 Need Three: Specific PCK Knowledge Suitable to Ethnic Minority Context
9.5 Need Four: A Lifelong Support System
9.6 Implications of In-Service Training for Teachers from Ethnic Minority Areas
9.6.1 Creating a PCD system
9.6.2 Building up an online community including trainees, trainers and experts
9.6.3 Developing bilingual or trilingual language supporting courses for ethnic minority language speakers
9.6.4 Scaffolding teachers with cultural knowledge in language teaching
Bibliography
Appendix 1 Questionnaire in English
Appendix 2 Questionnaire in Chinese
Appendix 3 Interview Questions (English)
Appendix 4 Reliability and Factor Analysis of Language Learning Attitude
Appendix 5 Reliability Analysis of Chinese Teacher Self-Efficacy
Appendix 6 Factor Analysis of Chinese Teacher Self-Efficacy
Appendix 7 Reliability Analysis of Modified EPS (Chinese)
Appendix 8 Exploratory Factor Analysis of EPS (Yunnan)
Appendix 9 General Profile of the Interviewees
Epilogue
