中学英语教师发展研究 现状与措施PDF|Epub|txt|kindle电子书版本网盘下载

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1 INTRODUCTION1

1.1 Research Background1

TABLE OF CONTENTS1

1.2 China in the Era of Globalisation2

1.3 Features of Teacher Training in China4

1.4 Research Questions6

2 CHANGE AND DEVELOPMENT9

2.1 The Nature of Change and Development9

2.2 Changes and Developments of TEFL and TD in China11

2.2.1 Changes and Developments in Language Teaching Research11

2.2.2 Changes and Developments in Understanding Language Teachers21

2.3 Changes and Developments of the English Curriculum in Chinese Middle Schools37

2.4 Research Issues：Teacher Change and Teacher Development41

3.2 The Research Paradigm43

3.2.1 Positivism or Phenomenology43

3 RESEARCH PARADIGM AND RESEARCH DESIGN43

3.1 Introduction43

3.2.2 Science and Relativism44

3.2.3 Research Issues of the Study45

3.3 The Research Methodology47

3.3.1 Quantitative Data and Qualitative Data47

3.3.2 Methods of Data Collection49

3.3.3 Action Research in This Study56

3.4 The Research Design58

3.4.1 Research Participants58

3.4.2 The Three Phases of the Study59

4 PRIMARY THEMES OF TEACHERS' KNOWLEDGE/BELIEFS THE FIRST PHASE（A）：Inquiry Description61

4.1 Introduction61

4.2.1 The Issue of Inquiry63

4.2 Inquiring into Teachers'Understanding of TEFL63

4.2.2 Sources of Data64

4.2.3 Methodological Problems69

4.3 Main Themes of Chinese English Teachers'Knowledge and Beliefs70

4.3.1 Three Domains of Teachers'Knowledge and Beliefs71

4.3.2 Five Themes of the Research in the First Phase72

5 PRIMARY THEMES OF TEACHERS' KNOWLEDGE/BELIEFS THE FIRST PHASE（B）：Issues and Discussions73

5.1 Introduction73

5.2 Teachers'Views on the Subject of English74

5.2.1 The Status of English Language Teaching74

5.2.2 The Purpose of English Language Teaching in China76

5.2.3 The Most Difficult Aspects of English Learning78

5.3 Teachers'Views on Students—Metaphors80

5.4 Teachers'Understanding of TEFL in China86

5.4.1 Understanding behind the Maxims on Language Teaching and Learning87

5.4.2 Understanding behind Case Reports and Accounts89

5.5 Teachers'Views of Themselves95

5.6veachers'Practice in Classrooms99

5.6.1 Consistency between Teachers'Behaviour and Understandings99

5.6.2 Inconsistency between Teachers'Behaviour and Understandings100

5.7 Summary105

6 INTERVENING IN TEACHERS'KNOWLEDGE/BELIEFS THE SECOND PHASE（A）：Embedded Activities107

6.1 Introduction107

6.2 In-service Training Activities110

6.2.1 Trainee Teachers110

6.2.2 Training Programmes111

6.3 Embedding Research Agenda in Activities114

6.3.1 Three Steps of Data Collection114

6.3.2 Types of Data115

6.4 Summary118

7.1 Introduction119

7 INTERVENING IN TEACHERS'KNOWLEDGE/BELIEFS THESECONDPHASE（B）：Experiencing，Learning and Reflecting119

7.2 Changes Linked to Teachers'Experience120

7.2.1 Teachers Learning to Teach through Experience121

7.2.2 Expectations for Sharing and Understanding Experience130

7.3 Real-life Content Promoting Changes in Teachers132

7.4 Changes Resulting in Active and Reflective Learning137

7.4.1 Learning through Discussions137

7.4.2 Learning through Observation139

7.4.3 Learning through Reflective Writing141

7.4.4 Learning in Classrooms142

7.5 Summary145

8 CHANGES IN KNOWLEDGE/BELIEFS AND BEHAVIOUR THE THIRD PHASE（A）：Research Design and Themes147

8.1 Introduction147

8.2.1 Flexible Research Design148

8.2 Generative Qualitative Research148

8.2.2 Data Collection149

8.2.3 Data Analysis Methods151

8.3 Main Themes Drawn from the Data152

9 CHANGES IN KNOWLEDGE/BELIEFS AND BEHAVIOUR THE THIRD PHASE（B）：Issues and Discussions155

9.1 Introduction155

9.2 The Position of Knowledge and Perception in Teacher Change157

9.2.1 Teachers'Knowledge and Their Behaviour157

9.2.2 Teachers'Perception and the Quality of Their Behaviour160

9.3 Teachers Change as Relevant Settings Change167

9.3.1 On Learners：Changes in Word versus Changes in Work168

9.3.2 On Teaching：Changes in Writing versus Changes in Classrooms170

9.3.3 On Evaluation：Changes in Views versus Changes in Practice171

9.4 Teacher Change as a Dynamic Process175

9.4.1 Teachers as Individuals175

9.4.2 Personal Training Experience176

9.5 Teachers Change in the Ecology180

9.5.1 Social Construction and the Ecology of Human Development181

9.5.2 The Influence of the Specific Organisational Context184

9.6 Summary185

10 IMPLICATIONS FOR TEACHER CHANGE IN CHINA187

10.1 Introduction187

10.2 Teaching as a Complex Activity189

Implication 1：Rethinking Assumptions about Teaching189

10.3 Teacher Change as a Non-linear Learning Process for Adults194

Implication 2：Understanding Teachers as Adult Learners194

Implication 3：Understanding Teacher Change as a Non-linear Process196

10.4 Teacher Change Rooted in Social Factors198

Implication 4：Reconsidering the Position of Schools for Teacher Learning198

Implication 5：Conditions for Teacher Learning and Teacher Development201

Implication 6：Rethinking Teacher Preparation and Teacher Development206

10.5 Reflection on Teacher Education in China206

11 CONCLUSION211

REFERENCES213

INDEX235

APPENDICES239

Appendix 1：Reflective Activity One—Task 1—9239

Appendix 2：Interview Questions240

Appendix 3：Reflective Activity Two—Summary Writing240

Appendix 4：Observation Notes for Teacher B241

Appendix 5：Observational Instruments for School Visit242

Appendix 6：Descriptions of Teacher A and Teacher B243

Appendix 7：Reflective Activity Three—Diary Writing244

Appendix 8：Reflective Activity Four—Case Report Writing247

Appendix 9：Feedback Form—Phase 2247

Appendix 10：Feedback Form—Phase 3248

Appendix 11：The Observation Guideline for Teachers249