The Impacts of Overseas In-service Training on Young College English Teachers’ Academic Identity

doi:10.12002/j.bisu.164

Abstract

Abstract:

This paper reports on a qualitative inquiry into the impact of overseas in-service training on three young College English teachers’ academic identity based on Tajfel’ s theory of Social Identity. Drawing on rich data collected from one-on-one in-depth interview and journals, the study finds: 1. all three young teachers have undergone very positive yet varying changes in their academic identity, specifically, in the aspects of self-cognition, emotional belonging and behavioral commitment; 2. greatest changes have occurred to emotional belonging, indicating that those young English teachers have accepted academic activities as an integral part of their lives and also built up some confidence in doing academic research; the impact on self-cognition is secondary, indicating that they have acquired knowledge, know-how and criteria of carrying out academic research; and minor changes happen to their behavioral commitment in terms of participation in academic activities and academic planning. These positive changes in their academic identity can be attributed to, among others, scientific and systematic training program, rigorous evaluation, adequate support in time and finance, and strong academic atmosphere of learning community. Besides, in order to enhance academic identity of young English teachers, it is proposed that some measures should be implemented in teacher development programs, including raising selection criteria in in-service teacher training programs, implementing process control mechanism in the whole training procedure, and encouraging interaction between teacher trainers and trainees.

Keywords: academic identity; young College English teachers; overseas in-service training; local universities

摘要：

本研究运用深度访谈和日志的方法调查了三位具有海外进修经历的青年大学英语教师在学术认同上的变化。研究发现：（1）3名青年教师在学术认同上均有积极变化,体现在主体认知、情感归属和行动承诺三个维度;（2）情感归属维度上,研究对象从排斥科研到接受其为自身生活的一部分;主体认知维度上表现为,她们在科研方法和学科知识等方面有了更好的把握;行动承诺维度上体现在她们参与学术交流和提升学历等方面的准备。学术认同的转变主要源于科学系统的培训课程、严格的考核方式、充裕的时间和经济保障以及浓厚的学习共同体氛围。总体而言,研究对象都经历了从学术“徘徊者”到“叩门人”的转变。

关键词: 学术认同, 青年公共英语教师, 海外进修, 地方高校

CLC Number:

H319

Yong MEI,Yunhua SHEN. The Impacts of Overseas In-service Training on Young College English Teachers’ Academic Identity[J]. Journal of Beijing International Studies University, 2018, 40(3): 108-121.

梅勇,申云化. 海外进修经历对青年大学英语教师学术认同的影响：一项质性研究[J]. 北京第二外国语学院学报, 2018, 40(3): 108-121.

Figures/Tables 2

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被调查者	性别	年龄	职称	教龄	学历	工作学校
S1	女	29	讲师	5	硕士	一本非211
S2	女	34	讲师	10	硕士	一本非211
S3	女	30	讲师	8	在职硕士	二本

被调查者	性别	年龄	职称	教龄	学历	工作学校
S1	女	29	讲师	5	硕士	一本非211
S2	女	34	讲师	10	硕士	一本非211
S3	女	30	讲师	8	在职硕士	二本