高校英语教师的教学学术实践与学生英语水平发展密切相关,直接决定我国高校英语教育质量。本研究基于 Weston & McApline(2001)教学学术实践三阶段发展续谱论,聚焦华东某高校一个英语教研组,叙事探究英语教师教学学术实践的故事。研究发现教学学术实践是个体和共同体共创共享教学知识 的科研活动;具有问题链效应､批判反思性和互动探究三大特质。研究验证续谱论在我国高校英语教育语境下的适恰性,初步构建英语教师教学学术实践可行性指导框架,诠释高校英语教师专业化发展的有效路径。

University English language teachers’ scholarship of teaching and learning (SoTL)practices are closely related to students’ English language development and directly determines the quality of the English language education. Drawing on SoTL Continuum of Growth (Weston & McApline,2001), the present study adopted narrative inquiry to explore the SoTL practices of an English language teaching and research group in a university in Southeast China. The findings showed that the teachers were engaged in SoTL practices both at the individual and the collective levels, which interacted dynamically to co-construct pedagogical knowledge in the community. Moreover, such practices were characterized as problem-driven, communal criticality and reflectivity, and interaction between individual teachers and the community. While the study confirmed the theoretical interpretability of the model to some extent, it reconceptualized and recontextualized the SoTL Model and concludes with suggestions for future research on English language teachers’ professional development in higher education.