行动研究中的高校外语教师研究能力的发展

Chapter 1 Introduction

1.1 Personal Background

1.2 Setting

1.3 Action Research Cycles

1.4 Statement of the Problems

1.5 Purpose of the Study

1.6 Research Questions

1.7 Outline of the Study

Chapter 2 Language Teachers' Professional Development and Educational Research

2.1 Brief Introduction to Language Teacher Education

2.2 Perspective of Teacher Development

2.2.1 Reasons for teacher development

2.2.2 Purpose of educational research

2.3 Language Teacher Research in China

2.3.1 Research on language teacher professional development

2.3.2 A shift in research paradigm

2.3.3 Content of Chinese research in ELT

2.4 Pre-service Teacher Education

2.4.1 The curriculum for English major students

2.4.2 The missing parts of two curriculums for teacher preparation

2.4.3 Problematic practicum

2.5 In-service Language Teacher Education

2.5.1 Some training programs for in-service teachers

2.5.2 Factors concerning TEFL academics' development

Chapter 3 Action Research and Applications

3.1 Reform Pressure

3.1.1 Definitions of AR

3.1.2 Trial application of AR in my first project

3.2 The First Real Encounter with AR

3.2.1 The origin and the development of AR

3.2.2 Teacher as researcher

3.2.3 Reflective teachers

3.3 AR in Foreign Language Area

3.3.1 The research areas in the field of language teaching

3.3.2 The benefits of AR in the field of language teaching

3.3.3 The weaknesses and solutions of AR

3.3.4 The future of AR in the field of language teaching

3.4 AR in Chinese Context

3.4.1 English publications on AR in Hong Kong contexts

3.4.2 English publications on AR for TEFL academics in the mainland context

3.4.3 English publications on AR in general education field

3.4.4 Publications on AR of university language teaching in Chinese journals

Chapter 4 Research Design and Methodology

4.1 The Nature of the Study

4.2 Selection of Research Site

4.3 Selection of Participants

4.3.1 Participants in the second cycle

4.3.2 Participants in the third cycle

4.4 Ethical Procedures of the Study

4.5 Data Collection Methods

4.6 Limitations of This Study

Chapter 5 FOAR

5.1 Research Background

5.1.1 Planning

5.1.2 Implementing

5.1.3 Modifying plan

5.1.4 Reflection

5.1.5 Reimplementing with three teachers

5.2 Reflection

5.2.1 Replanning

5.2.2 Analyzing

5.3 Reflection on the Activity

5.3.1 Teachers' reflection on the observation

5.3.2 Implications of the activity

5.4 Findings and Discussion

5.4.1 Changes occurred in the experiment teachers

5.4.2 Changes occurred in the author

5.4.3 Constraining factor

5.4.4 Facilitating factor

Chapter 6 SOAR with Six Volunteer Teachers

6.1 Planning

6.2 Implementing

6.3 Reflection Before the 6-month Activity

6.3.1 The intention of taking part in the activity

6.3.2 Attitude to research and teaching

6.3.3 The problems identified by participants

6.4 Reflection after the 6-month Activity

6.5 Reflection Through a Follow-up Email Survey

6.5.1 Personal aims for participation

6.5.2 Feelings during participation

6.5.3 Participants' role

6.5.4 Changes occurred in the participants

6.5.5 Reactions from the colleagues

6.6 Findings and Discussion

6.6.1 The gap between what we discussed and what could be written...

6.6.2 The relationships within research group members

6.6.3 Psychological factors for women teachers

Chpter 7 SOAR with 20 Student Teachers

7.1 Planning

7.2 Implementing

7.3 Analyzing

7.4 Reflection

7.4.1 Enhancement in research awareness

7.4.2 Inspiration in teaching mode

7.4.3 The untargeted research method books

Chapter 8 Conclusion,Implication and Self-Reflection

8.1 Conclusions

8.1.1 AR helps empower participants

8.1.2 AR helps develop collaborative relationships

8.1.3 AR helps implement research education

8.2 Implications

8.2.1 Implication for in-service TEFL academics

8.2.2 Implication for pre-service TEFL academics

8.2.3 Implication for Chinese educators

8.2.4 Implication for Chinese Educational Administrators

8.3 Self Reflections

8.3.1 As a teacher

8.3.2 As a teacher researcher

8.3.3 As a change agent or facilitator

8.3.4 As a teacher educator

References

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Epilogue

《山西财经大学学术文库：行动研究中高校外语教师研究能力的发展》记录了—个教师研究者的研究历程，追溯她如何从—个封闭的教师转变为—个促成变化的负责人，最后走上教师教育者的道路。作者张雁玲发现，中国外语教师从事科学研究的局限性，主要来自“职前”和“职中”教育过程的缺陷以及一些文化障碍。这些因素使他们不能对课堂教学作出充分有效的诠释。该研究从认识论和方法论两个纬度阐述行动研究对高校外语教师研究能力的发展所起的推动作用。
　　该研究的行动计划包括三个阶段，目标是提高教师的研究能力。第一个阶段记录了作者参与研究的过程。在此过程中，她懂得了如何将思想变成行动，如何促成学生学习效果的提高，乃至所在机构和学校整体的进步。第二个阶段是由六个教师志愿者参加的合作学习计划，为期六个月。在实际操作过程中，由于作者能力不足和其他制约因素，合作学习试验没有取得成功。然而对这次活动的反思，为第三个阶段提供了研究内容。她试图通过职前教育弥补教师研究能力的不足。作者对二十名英语专业研究生讲授了为期九周的研究生“教育理论与实践”课程。该课程特别强调教师行动研究的重要性，通过一系列有计划的课内课外活动，帮助学生将隐性概念转化成显性的可操作的策略，促进观念的转变。该课程获得了积极的反馈，肯定了教师研究的价值。
　　与研究问题相一致，该论文的数据收集和分析采用定性研究方法，在问卷分析时也用了定量研究手段。数据来源于各种会议、反思论述、日志、电子邮件、正式和非正式的访谈和问卷调查。
　　《山西财经大学学术文库：行动研究中高校外语教师研究能力的发展》证明了行动研究赋权增能的作用，揭示了在创建研究文化氛围的过程中，所有参与人员之间平等的、良好的、甚至是私人关系的培养的重要性，提出研究教育的紧迫性。该研究对高校外语教师、教育者和教育管理人员的启示作用做了阐述。