An Educational Narrative Study On English Teachers’ Ideological And Political Education Ability In Higher Education Under The Guidance Of Developmental Teacher Appraisal Theory

The ideological and political education abilities(IPEAs)of English teachers in higher education are the critical power in the construction of ideological and political education integrated into English courses(IPEE)in higher education.Most existing studies on English teachers’ IPEAs appraisal in higher education remain theoretical and quantitative.Under the guidance of Developmental Teacher Appraisal Theory(DTAT)and taking Ningxia.University as an example,the researcher made an educational narrative study to evaluate on four undergraduate English teachers’ IPEAs in Ningxia University to explore the developmental directions and future paths of English teachers’ IPEAs in higher education.The primary research subjects of the study are four English teachers of four undergraduate English courses in Ningxia University and their six classes with 237 college students.Under the guidance of DTAT and by making an educational narrative study,the thesis intends to answer the following four research questions:(1)What are the four English teachers’ current cognitions of IPEE and their awareness of implementing IPEE in their English courses?(2)What are the effects of the four English teachers’ IPEE in their English courses?(3)What are the four English teachers’ appeals in developing their IPEAs in English courses?(4)What measures should be taken to improve English teachers’ IPEAs in higher education?The research data in the thesis were mainly collected and analyzed through the educational narrative research method,with qualitative research as the primary approach and quantitative research as the secondary support.A-semester-long class observations,eight interviews and several questionnaire surveys of the four English teachers and their students were conducted in the study.The researcher made thematic and emotional analyses of the data collected in the interviews using Nvivo12 software.All the valid data contained in long-term class observations,interviews and questionnaires were analyzed as educational stories of the four English teachers,as thematic and emotional analyses of the interviews and questionnaire results,respectively.Likert five-level scale questions were also included in the teacher’s and student’s questionnaires as supplements.The results are as follows:1.The four English teachers in Ningxia University have an overall accurate cognition of IPEE and a strong awareness of implementing IPEE in their English courses.2.The effects of the four English teachers’ IPEE in their English courses are relatively satisfactory,but there is still room for improvement.3.The four English teachers in Ningxia University have two common appeals in developing their IPEAs in English courses:(1)The training of English teachers’ IPEAs should be strengthened.(2)IPEE’s software facilities like resource libraries should be built and improved.4.In the future,three measures should be taken to improve English teachers’ IPEAs in higher education:(1)Reform the evaluation and assessment system for both students and teachers.(2)Mobilize the combined efforts of other areas of the school to educate people.(3)Utilize the implicit educational function of school culture activities.