赋能与重塑：模拟联合国社团指导作为英语教师专业发展的整合路径研究

Empowerment and Reshaping: A Study of Model United Nations Club Coaching as an Integrative Path for English Teachers’ Professional Development

摘要: 本研究旨在探讨指导模拟联合国(MUN)社团活动对中学英语教师专业发展的深远影响。当前研究多聚焦于模联活动对学生的助益，而忽视了其作为教师专业成长催化剂的巨大潜力。本文认为，指导模联社团是一种超越传统培训模式的、高度整合的、情境化的专业发展路径。文章将从项目式学习(PBL)、内容与语言整合学习(CLIL)、全球公民教育(GCE)和实践共同体(CoP)四个理论视角，系统分析教师在此过程中的角色转变、知识重构与身份认同再塑造，并进一步探讨了这些理论框架在实践中所产生的协同效应与内在张力。研究发现，指导模联不仅能显著提升教师的跨学科教学设计、学术英语指导和全球议题认知等核心能力，更能促使其在应对多重目标的动态平衡中，从单一的语言知识传授者转变为学习的引导者、跨文化交流的促进者和教育创新的实践者。本文最后将为教育管理者和教师个人规划提供实践启示，旨在将此类非正式、高影响力的教学实践纳入教师专业发展的正式框架。

Abstract: This study aims to explore the profound impact of coaching Model United Nations (MUN) clubs on the professional development of middle school English teachers. Current research has largely focused on the benefits of MUN activities for students, while overlooking their significant potential as a catalyst for teachers’ professional growth. This article argues that coaching MUN clubs is a highly integrated and contextualized professional development approach that transcends traditional training models. Drawing on four theoretical perspectives: project-based learning (PBL), content and language integrated learning (CLIL), global citizenship education (GCE), and communities of practice (CoP), this article systematically analyzes the role shifts, knowledge reconstruction, and identity reshaping of teachers in this process. It further explores the synergies and inherent tensions generated by these theoretical frameworks in practice. The study finds that coaching MUN not only significantly enhances teachers’ core competencies in interdisciplinary instructional design, academic English instruction, and global issues awareness, but also enables them to transform from mere language knowledge transmitters to learning guides, cross-cultural communication facilitators, and practitioners of educational innovation while balancing multiple objectives. The article concludes with practical implications for educational administrators and individual teachers, aiming to incorporate these informal, high-impact teaching practices into formal frameworks for teacher professional development.