中华医学教育杂志

中华医学教育杂志 >

2021 , Vol. 41 >Issue 10: 885 - 890

DOI: https://doi.org/10.3760/cma.j.cn115259-20201028-01525

师资队伍建设

医学专业课程全英语授课教师职业认同建构的叙事探究

  • 孟玲 ,
  • 杨俊
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  • 1华南师范大学外国语言文化学院英语教育教研室,广州 510631;
    2华南师范大学外国语言文化学院翻译教研室,广州 510631

收稿日期: 2020-10-28

  网络出版日期: 2021-09-28

基金资助

国家社会科学基金青年项目(16CYY027)

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Narrative inquiry into professional identity construction: tensions and accommodation strategies of a English-mediated instruction (EMI) teacher teaching medical specialised courses

  • Meng Ling ,
  • Yang Jun
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  • 1Department of English Education, School of Foreign Studies, South China Normal University, Guangzhou 510631, China;
    2Department of Translation, School of Foreign Studies, South China Normal University, Guangzhou 510631, China

Received date: 2020-10-28

  Online published: 2021-09-28

Supported by

National Social Science Fund Youth Project(16CYY027)

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摘要

本研究运用拟剧理论,采用叙事探究方法,探索全英语授课的医学专业课程教师张力和应对策略中的职业认同建构。以半结构式话题访谈和开放式叙事访谈相结合的深度访谈方式,收集广州某高校教学医院中以全英语授课方式教授医学专业课程的1名医生(李老师)的语料,采用叙事主题分析方法对其进行分析。分析结果显示,在全英语授课过程中,李老师主要遇到了三大类认同张力:英语语言面子/专业知识面子、知识传授面子/获取知识协助面子和教师面子/医生、研究者面子。在针对上述认同张力采取应对策略的过程中,李老师建构出了其医学专业课程全英语授课业余教师的职业认同,即以专业知识讲授为重;采用场景引发、临床经验案例、前言知识介绍、中西方差异对比的知识传授方法。

关键词： 认同张力; 应对策略; 职业认同建构; 全英语授课专业课程教师; 叙事研究

本文引用格式

孟玲 , 杨俊 . 医学专业课程全英语授课教师职业认同建构的叙事探究[J]. 中华医学教育杂志, 2021 , 41(10) : 885 -890 . DOI: 10.3760/cma.j.cn115259-20201028-01525

Abstract

Based on performance theory, this paper adopted narrative inquiry to examine English-medicated instruction (EMI) teacher teaching medical specialised courses' professional identity construction through tensions and their accommodation strategies. In-depth interview combing topical interview with narrative interview was carried out with one doctor as an EMI teacher teaching medical specialised courses at one university, School of Medicine in Guangzhou. Thematic narrative analysis showed that in the transition to EMI teacher, Teacher Li encountered three major identity tensions: English language face vs. content knowledge face; knowledge transmission face vs. learning facilitating face and teacher face vs. doctor or researcher face. In coping with these tensions, accommodation strategies were used accordingly. Professional identity of an amateur EMI teacher who highlighted content knowledge and transmitted knowledge with scenario-oriented questioning, experience-based cases and new ideas and the differences between China and the West-combined views.

Key words： Identity tensions; Accommodation strategies; Professional identity construction; English-medicated instruction teacher; Narrative inquiry

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