Wang Lian
School of Foreign Languages, Guizhou University of Finance and Economics, Guiyang, China.
Front Psychol. 2022 Jul 18;13:935038. doi: 10.3389/fpsyg.2022.935038. eCollection 2022.
This study draws on the ecological perspective of teacher agency to examine the manifestation of English teachers' agency toward the ongoing curriculum reform in China and the factors that impact it. This study surveyed 353 high school English teachers and then collected data from three case study participants through in-depth interviews. The findings showed that the majority of teachers surveyed exhibited positive attitudes and beliefs about implementing the reform and inclinations to change, but the teachers also showed a constrained state of agency in practice. Teacher agency developed as the teachers exerted sustained pedagogical change and reflection on reform-based practices. Through the findings, prior experiences and reform-oriented beliefs were found to mediate teachers' agency, and reform-related experiences were more influential than future goals in shaping agency. The factors of perceived school culture that involved teachers' interaction with students, colleague cooperation, and administrative support also medicated teachers' agency in practice. Implications are proposed for policymakers and school leaders to help teachers coordinate inconsistencies between high-stakes examination preparation and holistic education and make positive sense of professional development in the context of educational changes.
本研究借鉴教师能动性的生态视角，考察中国英语教师在当前课程改革中的能动性表现及其影响因素。本研究对353名高中英语教师进行了调查，然后通过深入访谈从三名案例研究参与者那里收集了数据。研究结果表明，大多数接受调查的教师对实施改革表现出积极的态度和信念以及变革倾向，但教师在实践中也表现出能动性受限的状态。随着教师对基于改革的实践持续进行教学变革和反思，教师能动性得以发展。通过研究结果发现，先前经验和以改革为导向的信念在调节教师能动性方面发挥作用，并且在塑造能动性方面，与改革相关的经验比未来目标更具影响力。涉及教师与学生互动、同事合作和行政支持的学校文化感知因素在实践中也调节着教师的能动性。针对政策制定者和学校领导提出了相关建议，以帮助教师协调高利害考试备考与全面教育之间的不一致，并在教育变革背景下积极理解专业发展。
