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1、教師知識(shí)研究是一場(chǎng)教育者怎樣看待課堂實(shí)踐的革命(Clandinin et al．，1997)。但是以往的知識(shí)研究過(guò)于看重教師的“應(yīng)然”，而忽視了其“實(shí)然”狀態(tài)。出于本人在教學(xué)中遇到的難題，以及對(duì)教師教育失職的思考，與教師“經(jīng)驗(yàn)”，“實(shí)踐”息息相關(guān)的個(gè)人實(shí)踐知識(shí)成為了我的研究興趣。 本研究是對(duì)一位大學(xué)英語(yǔ)教師，Hafen所做的為期一年的一項(xiàng)個(gè)案研究。采用的研究方法有敘事研究、個(gè)案研究等。數(shù)據(jù)收集的形式有班級(jí)錄音、采訪錄音、談話、學(xué)
2、生日志等。本文通過(guò)個(gè)人實(shí)踐知識(shí)理論(Clandinin & Connelly，1988)，教師身份認(rèn)同(Palmeg 1998)和反思性實(shí)踐理論(Schon，1983)，旨在探索：1)Hafen有什么樣的個(gè)人實(shí)踐知識(shí)?2)有哪些主要因素影響其個(gè)人實(shí)踐知識(shí)的形成? 本研究運(yùn)用傳記研究，透過(guò)她的生活教學(xué)經(jīng)歷，探討和挖掘了影響Hafen個(gè)人實(shí)踐知識(shí)形成的兩大要素，即反思性實(shí)踐和學(xué)習(xí)共同體。同時(shí)通過(guò)參與課堂及采訪學(xué)生眼中Hafen的形象
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