从教师到教师研究者:EAP 改革社区权力动态中的身份变化

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yuan Gao, Yaqiong Cui
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引用次数: 0

摘要

教育改革往往会导致教师身份的变化,也会使教师的身份发生变化。我们的纵向案例研究采用了一个实践社区(CoP)框架来考察改革引起的教师身份变化,并利用三年半时间里八轮半结构式访谈的数据,追踪了三位学术英语(EAP)教师在中国教育改革期间如何协商他们的教师研究者身份。我们发现,具有复杂权力动态的多层次、多中心、多功能的改革型 CoP 能够促进 EAP 教师在课程改革过程中协商教师对教师研究者身份的转变,从而进一步丰富社区的长期可持续发展。我们强调 CoPs 在教育改革和教师发展中的重要作用,倡导动态权力关系和多重权力地位的 CoP,呼吁一线教师参与教学研究,以加强研究与实践的联系。本研究对教育改革的参与者和教师教育者具有启示意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community

Educational reforms often entail and afford teachers’ identity change. Adopting a community of practice (CoP) framework to examine reform-inflicted teacher identity change and drawing on data from eight rounds of semi-structured interviews over three and a half years, our longitudinal case study traced how three English for Academic Purposes (EAP) teachers negotiate their teacher researcher identity during an educational reform in China. We find that a multi-layered, multi-centered, and multi-functional reform CoP of complex power dynamics can facilitate EAP teachers’ negotiation of teacher-to-teacher researcher identity change during a curriculum reform, which can further enrich the long-term sustainable development of a community. Highlighting the significant role of CoPs in educational reforms and teacher development, we advocate a CoP of dynamic power relations and multiple power positions and call for frontline teachers’ engagement with teaching-based research to potentially strengthen the research-practice nexus. This study bears implications for educational reform participants and teacher educators.

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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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