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本研究采取个案研究法，基于深度访谈和叙事框架，探究两名英语专业优师计划师范生从大学一年级到三年级的身份认同构建轨迹及其影响因素。研究发现，两名优师计划师范生分别呈现出渐进式上升和稳定式上升的身份认同轨迹。她们在三年的师范教育专业学习中，都展现出了教师反思者和教师学习者的身份子认同。影响因素既有专业课程设置和关键事件等外在因素，又有自身能动性等内在因素。本研究对优师计划师范生教师身份认同研究及中西部英语教师培养均有一定启示。
Abstract：This case study explored identity construction trajectories and influential factors of two English-major normal students in “Excellent Teacher Programme” based on semi-structured interviews and narrative frames.Findings show that their identity trajectories exhibit two distinct types:progressive and steady growth.During the three-year teacher education,they developed identities of teacher as learner and teacher as reflector.Internal factors such as normal students’ agency and external factors such as curriculum and key experiences influenced identity trajectories.This study has implications for research on teacher identity of normal students in “Excellent Teacher Programme” and training of English teachers in Midwest China.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2025.05.012
中图分类号:H319
引用信息:
[1]孙晓慧,郝昱杰,荆璐.高校英语专业优师计划师范生身份认同构建个案研究[J].中国外语,2025,22(05):57-65.DOI:10.13564/j.cnki.issn.1672-9382.2025.05.012.
基金信息: