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作为跨学科的外语教师教育与发展研究，一直受到多学科理论的滋养，生态理论就是其中一个重要的理论源泉。本文通过范围综述（scoping review），从理论运用、研究主题、研究方法和研究对象四个方面梳理了相关研究。结果表明，生态视角下的外语教师教育与发展研究总体上呈现理论多元、主题多样、方法丰富但对象较为单一的特点，外语教师教育与发展生态特点仍有待丰富。具体而言，研究所依托的理论/框架主要为Urie Bronfenbrenner的生态系统理论、vanLier的给养思想和Priestley等的教师能动性生态框架，研究聚焦教师生存状态、发展环境、专业能力和教师心理等主题。质性研究数量最多，辅以少量混合研究，未见量化研究。半结构化访谈、叙事框架和问卷为主要的数据收集方式。最后，本文以跨学科的视角，从正确理解生态理论内涵，合理运用生态理论，深度解码我国外语教师发展环境，深入挖掘外语教师特点等角度，阐述未来相关研究的发展方向。
Abstract：Foreign language teacher education and development, as an interdisciplinary field of research, has been enriched by theories from various disciplines, with ecological theories being a significant contributor. This current study took a scoping review approach to systematically analyze the related empirical studies, focusing on theoretical foundations, research themes, methodologies, and participant demographics through an ecological lens. The findings indicated that research on foreign language teacher education and development from an ecological perspective generally exhibited characteristics of diverse theoretical application and themes, rich methodologies, but relatively limited scope of research participants. The ecological characteristics of foreign language teacher education and development required further enrichment. Specifically, the studies predominantly utilized Urie Bronfenbrenner's ecological systems theory, van Lier's affordance theory, and Priestley et al.'s ecological frame work of teacher agency as theoretical underpinnings. Moreover, a range of topics including teachers' survival, working environment, professional competence, and psychological factors were investigated. The qualitative approach dominated the research landscape, with a modest engagement of mixed-methods and an absence of quantitative studies. Data collection primarily relied on semi-structured interviews, narrative frames, and questionnaires. Finally, this paper underscored the need for a more expansive application of ecological theory in the field of foreign language teacher education and development for future research. It advocated for a nuanced understanding of ecological concepts and a deeper exploration of the unique characteristics of the foreign language teacher development environment in China.
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(2)篇幅所限，研究过程在此省略，相关信息可向作者索取。
基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2024.04.001
中图分类号:H09
引用信息:
[1]刘宏刚.生态视角下外语教师教育与发展研究——回顾与前瞻[J].中国外语,2024,21(04):1+13-19.DOI:10.13564/j.cnki.issn.1672-9382.2024.04.001.
基金信息:
国家社科基金项目“人类发展生态学视角下的外语教师心理韧性研究”（编号：21BYY120）的阶段性成果