英语专业英语教育论文提纲

论文题目：英语教育与非教育专业硕士对教师职业认同态度的对比研究

摘要：在过去的二十年里,教师职业认同已经成为教师教育研究的热点话题之一。根据教师自身的经验和个人经历,教师职业认同被认为是影响教师教学、教师自身的职业发展的重要因素。然而,对英语教师职业认同的研究,多是在在职的教师群体中开展的,其中,对师范生的英语教师职业认同研究又是以部属的重点师范院校免费师范生为主要调查群体,很少有研究会涉及师范院校中的英语专业硕士。目前在师范院校中,除了师范专业的学生外,还存在大量的非师范专业的学生,且并没有数据证明,他们对英语教师职业认同的潜在态度不如师范专业的学生。英语师范和非师范专业硕士之间的差距也并未进行对比研究。为了更好的了解当前师范院校英语专业硕士对教师职业认同的潜在态度,本文从职业价值观、角色价值观、职业归属感和职业行为倾向四个维度,以一所省属重点师范大学英语专业研一、研二的全日制在校硕士研究生为研究对象,采用问卷调查与半结构式访谈相结合的方法进行研究,调查结果采用SPSS19.0进行数据统计、对比和分析。本次调查结果表明,首先,从总体上,当前师范院校英语专业硕士的教师职业认同潜在态度是较为乐观的。对于英语教育专业硕士,是否跨专业会造成他们在职业行为倾向维度上的差异。对于英语非教育专业硕士,本科是否是师范专业会影响他们在职业价值观维度上的表现,是否跨专业会造成他们在职业归属感维度上的差异。其次,英语教育专业硕士在职业价值观和角色价值观维度上的潜在态度要比英语非教育专业硕士乐观,而在职业归属感和职业行为倾向维度上的潜在态度则不如英语非教育专业硕士。因此,本次调查结果对于当前硕士研究生的教师教育和教师职业认同发展将提供重要的启示。

关键词：教师职业认同;英语教育专业硕士;英语非教育专业硕士;态度;对比研究

学科专业：课程与教学论（英语）

Acknowledgements

Abstract

摘要

Chapter One Introduction

1.1 Research background

1.2 The focus of the study

1.3 The significance of the study

1.4 Structure of the thesis

Chapter Two Literature Review

2.1 Research on the definitions

2.1.1 The definition of identity

2.1.2 The definition of professional identity

2.1.3 Research on the definition of teachers’ professional identity

2.2 Previous studies of teachers’ professional identity

2.2.1 Previous studies of teachers’ professional identity abroad

2.2.2 Previous studies of teachers’ professional identity in China

2.3 Limitations in the previous studies

Chapter Three Methodology

3.1 Research subjects

3.2 Research instruments

3.2.1 Questionnaires

3.2.2 Semi-structured interviews

3.3 Data collection

3.4 Research procedures

Chapter Four Results and Discussion

4.1 Analysis of the general attitudes towards teachers’ profession

4.2 Analysis of the general influential factors

4.3 Comparative analysis between English pedagogy and non-pedagogy majorpostgraduates

4.3.1 Quantitative analysis of the influential factors based on questionnaires28

4.3.2 Qualitative analysis of the influential factors based on semi-structuredinterviews

4.3.3 Comparative analysis from four perspectives

4.4 Discussion

4.4.1 Plans of the suitable programs in normal universities

4.4.2 Reform of the current curriculum and teaching practice

4.4.3 Self-education and development among English major postgraduates

Chapter Five Conclusion

5.1 Major findings of the study

5.2 Implications of the study

5.3 Limitations of the present study

5.4 Suggestions for future research

References

Appendix A

Appendix B

Appendix C

Appendix D

Publications