Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
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自主教师，自主认知：通过语言教师教育反思发展个人理论
DOI：
10.1075/aals.1.14hac
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Gary Barkhuizen
中科院分区：
文献类型：
--
作者：
Penny Hacker;Gary Barkhuizen
为了使语言教师能够应对自主性的挑战，我们认为他们必须知道他们对教学和学习的看法。因此，语文教师教育计划应创造机会，让参与者检查和发展自己的教学理论。本研究以建构主义的知识观和学习观为基础，采用归纳定性的研究方法，对20名教师的个人理论进行了调查，得出了上述结论。我们想知道他们在教育计划中的一门课程的经历如何影响他们的认知。为了做到这一点，我们检查了他们自己对一系列个人反思日记的分析，这些日记是他们在课程中写的。通过归纳分析，我们能够确定一些突出的类别，即，个人的表达，但一个集体的教师的经验表达。阐述表明，在课程中，绝大多数教师获得了进一步了解他们的个人理论，反思过程是他们的经验和从事反思本身产生信心，许多教师对他们的个人认知的核心。此外，他们的表达支持我们的信念，反思继续发挥着宝贵的作用，在教师教育，特别是因为它涉及到教师的发展个人理论。教师的分析还表明，对自己理论的信心可以直接从反思中获得。我们的结论是，心理空间提供给教师在教育过程中促进这种反思，从而使他们成为有效的自主教师。
In order for language teachers to meet the challenges of autonomy, we claim it is essential that they know what they believe about teaching and learning. Language teacher education programmes, therefore, should create opportunities for participants to examine and develop their personal theories of teaching. This conclusion was reached through conducting a study in which an inductive qualitative approach, based on a constructionist perspective of knowledge and learning, was used to investigate the personal theories of 20 language teachers. We wanted to discover how their experience over one course in their programme of education may have influenced their cognition. To do this we examined their own analyses of a series of personal reflective journal entries each of them had written during the course. Through inductive analysis we were able to identify a number of salient categories; that is, individual articulations yet one collective articulation of the teachers’ experiences. The articulations revealed that over the course the vast majority of teachers gained further understanding of their personal theories, that the reflective process was central to their experience and that engaging in reflection itself generated confidence for many teachers toward their personal cognition. Furthermore, their articulations support our belief that reflection continues to play a valuable role in teacher education, particularly as it pertains to teachers’ developing personal theories. The teachers’ analyses also reveal that confidence in their own theories may be gained directly from engaging in reflection. We conclude that the mental space afforded teachers in courses of education promotes such reflection and thus prepares them to be effective autonomous teachers.