行动研究中高校外语教师研究能力的发展
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摘要
该论文记录了一个教师研究者的研究历程,追溯她如何从一个封闭的教师转变为一个促成变化的负责人,最后走上教师教育者的道路。作者发现,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它制约因素,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。
该研究证明了行动研究增能赋权的作用,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,提出研究教育的必要性。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。
This study traces the journey of a teacher researcher’s involvement in a research project, during which she changed from an isolated teacher to a responsible change agent, and finally to a teacher educator. The author identifies the constraints TEFL academics encountered in their engagement in and with research in the Chinese context, the contributing factors being their discrepancies in pre-service and in-service education programs as well as cultural barriers. These salient factors have prevented academics and professionals from interpreting what’s happening in the classroom. This study elaborates that AR (Action Research) as epistemology and methodology promotes the development of TEFL (Teaching English as Foreign Language) academics’research capabilities.
The action plan in the present study was designed to entail three cycles concerning developing teachers’research capabilities. The first cycle, or FOAR (First Order Action Research), illustrated author’s engagement in and with research. In the process the author felt as if empowered to put ideas into action, which led to the improvement of students’learning outcome, as well as the improvement of organization and school. The second cycle, SOAR (Second Order Action Research), involved a total of six volunteer participants in a six-month implementation of a cooperative learning program, in which the author tried to work out an approach to deal with constraints in-service teacher encountered as a facilitator. In performing that duty, the author’s incompetence and other constraints caused this cooperative learning activity to end as a failure in a sense. Nevertheless, the insights derived from this activity directed the author to the third cycle, or the second period of SOAR. She tried to find solutions to discrepancies in pre-service education programs. In a Master program, the author instructed a nine-week research-oriented course entitled Language Teaching Theories and Practices to twenty English major postgraduates. The course put special emphasis on value of teacher research, or action research, and its relationship with language teaching, aiming at change from epistemology to methodologies. The student teachers were guided, through a series of planned in-class and out-class activities, to internalize the implicit conceptions, and to turn them into explicit operationalized strategies. A positive feedback was attained, which has confirmed the importance of research education for in-service and pre-service teachers.
In terms of data collection and analysis methods, this study is of qualitative research, which matches the research questions raised, though a quantitative study on a questionnaire was included. The data were obtained and collected from regular meetings, reflective writings, journals, emails, formal or informal interviews and questionnaire.
The main conclusions drawn from this study are that Action Research helps empower the participants’involvement in and with research. Secondly, in the process of creating research culture, the importance of establishing equal, friendly and even personal relationships among those concerned is identified. Finally, the vitality of research education is highlighted. The implications of the study for in-service and pre-service TEFL academics, educators and educational administrators are discussed.
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它制约因素,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。
该研究证明了行动研究增能赋权的作用,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,提出研究教育的必要性。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。
This study traces the journey of a teacher researcher’s involvement in a research project, during which she changed from an isolated teacher to a responsible change agent, and finally to a teacher educator. The author identifies the constraints TEFL academics encountered in their engagement in and with research in the Chinese context, the contributing factors being their discrepancies in pre-service and in-service education programs as well as cultural barriers. These salient factors have prevented academics and professionals from interpreting what’s happening in the classroom. This study elaborates that AR (Action Research) as epistemology and methodology promotes the development of TEFL (Teaching English as Foreign Language) academics’research capabilities.
The action plan in the present study was designed to entail three cycles concerning developing teachers’research capabilities. The first cycle, or FOAR (First Order Action Research), illustrated author’s engagement in and with research. In the process the author felt as if empowered to put ideas into action, which led to the improvement of students’learning outcome, as well as the improvement of organization and school. The second cycle, SOAR (Second Order Action Research), involved a total of six volunteer participants in a six-month implementation of a cooperative learning program, in which the author tried to work out an approach to deal with constraints in-service teacher encountered as a facilitator. In performing that duty, the author’s incompetence and other constraints caused this cooperative learning activity to end as a failure in a sense. Nevertheless, the insights derived from this activity directed the author to the third cycle, or the second period of SOAR. She tried to find solutions to discrepancies in pre-service education programs. In a Master program, the author instructed a nine-week research-oriented course entitled Language Teaching Theories and Practices to twenty English major postgraduates. The course put special emphasis on value of teacher research, or action research, and its relationship with language teaching, aiming at change from epistemology to methodologies. The student teachers were guided, through a series of planned in-class and out-class activities, to internalize the implicit conceptions, and to turn them into explicit operationalized strategies. A positive feedback was attained, which has confirmed the importance of research education for in-service and pre-service teachers.
In terms of data collection and analysis methods, this study is of qualitative research, which matches the research questions raised, though a quantitative study on a questionnaire was included. The data were obtained and collected from regular meetings, reflective writings, journals, emails, formal or informal interviews and questionnaire.
The main conclusions drawn from this study are that Action Research helps empower the participants’involvement in and with research. Secondly, in the process of creating research culture, the importance of establishing equal, friendly and even personal relationships among those concerned is identified. Finally, the vitality of research education is highlighted. The implications of the study for in-service and pre-service TEFL academics, educators and educational administrators are discussed.
引文
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