9Teachers Professional DevelopmentWord文档格式.docx

9Teachers Professional DevelopmentWord文档格式.docx

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3.toknowthenecessityofteachers'

4.tolearnabouteffectivemeasuresofteachers'

5.toknowhowtoevaluateteachers'

KeyPoints:

toknowwhyandhowtopromoteteachers'

Difficulties:

1.understandingthebasicprocessofreflectiveteaching

2.understandingtheimportanceofteachers'

psychologicalhealth

Periods:

Oneperiod

sincethereformandopeningup,thebasiceducationinourcountryachievedgreatdevelopment.Ourgovernmentandpeoplefromdifferentfieldsaremoreandmoreawarethattheimprovementofqualityeducationshouldbebasedontheimprovementofteachers'

professionallevel.JustaswhatpresidentHuJinTaosaidinthenationaloutstandingteachers'

representativeforumin2007:

"

nohigh-levelteachersmeansnohigh-qualityeducation"

.

Internationaldevelopmentofteachereducationhasachievedalotfromwhichwecanlearn.Thedevelopmentofcontemporaryteachereducationcentersontheteachers'

professionaldevelopment,namely,teacherprofessionalizationhasbecomeaglobaltrend.

Therearemorethan16millionteachersinourcountrywhotakeupthemostmassiveprimaryandsecondaryschooleducationintheworld.Butcomparedwithteachersofdevelopedcountries,thegapinprofessionalizationisobvious.ProfessionaldevelopmentofEnglishteachersinprimaryandsecondaryschoolisthekeytoforeignlanguageeducationreforminChina.

1.BasicConceptsofTeachers'

Teacherisaprofession.Everyteacherfacestheissueofprofessionaldevelopment.ItisnecessaryforustohaveaclearunderstandingofsomebasicconceptsbeforediscussingtheoriesandpracticeofEnglishteachers'

professionaldevelopment.Here,wewillcoverteachers'

professionaldevelopment,whicharecloselyrelatedwitheachother.

1.Teachers'

Professionalization

Teachers'

professionalizationreferstoteachers'

professionalgrowthprocessofbecominggoodeducationworkersthroughlifelongprofessionaltraining,includingacquisitionofprofessionalknowledgeandskills,implementationofprofessionalautonomy,theperformanceofprofessionalethicsandgradualimprovementoftheirownquality,throughouttheirprofessionalcareer.

professionalizationisaprocessofsocializationandanachievementofjointeffortsfromdifferentsocialaspects.Itmainlystressesintegralandexternalprofessionpromotionofteachersfromthesociologicalperspective.

Holyedefinedteachers'

professionalizationfromtwoaspects:

payingattentiontotheprocessofhowteachingbecomesaprofessionanddeservesitsposition;

payingattentiontoteachingqualityandteachers'

cooperation.

2.Teachers'

professionaldevelopmentreferstotheprocessofteachers'

individualprofessionalimprovementinwhichteacherscontinuetoacceptnewknowledgeandenhanceprofessionalcompetence.

professionaldevelopmentisaconsciousprocess,apersistentprocessandasystematicprocess.Itmainlyreferstoteachers'

individualandinternalprofessionalimprovementfromthepedagogicalaspect.（citedfromthedepartmentofelementaryeducation,MinistryofEducation）

II.RelevantTheoriesofTeachers'

Therearevarioustheorieswhicharerelatedtothestudyofteachers'

professionaldevelopment.Severalofthemareintroducedhere.

ProfessionalDevelopmentStage

Fuller

Thestudyaboutteachers'

professionaldevelopmentstagestartsfromstudyofcareerdevelopment.Accurately,itbeginswithTeacherConcernsQuestionnairedesignedbyAmericanscholarFullerin1969.Fromthenon,manydomesticandforeignscholarshavebeenstudyinginthisfieldfromdifferentperspective.Asaresult,quiteabundantachievementshavebeenproduced,whichcoverfollowinginfluentialstudies:

（1）Foreignscholars'

studies

Fessler

Burden（1979）dividedteachers'

professionaldevelopmentintosurvivalstage,adjustmentstageandmaturestage;

Fessler（1985）proposedtheteachercareercycleanddividedteachers'

professionaldevelopmentinto8stages—pre-service,induction,competency-building,enthusiasticandgrowing,careerfrustration,stableandstagnant,careerwinddownandcareerexit;

Setffy（1989）developedhisteachercareermodebasedontheself-fulfillmenttheoryanddividedteachers'

professionaldevelopmentintoanticipatorycareerstage,expert/mastercareerstageandwithdrawalcareerstage;

Huberman（1993）suggestedcareerentry,stabilizationphase,experimentationandreassessment,serenityandconservatismandthestageofdisengagement.

（2）Domesticscholars'

WangQiurong

TaiwanscholarWangQiurongfirstdividedteachersintonormalteachers,cadetteachersandqualifiedteachers,thenstudiedthemseparately.Normalteachers'

developmentstagesare:

explorationandadaption,stablegrowth,andmaturedevelopment.Cadetteachershavethedevelopingstagesofhoneymoon,crisisandturbulentstage.Qualifiedteachersmainlyexperiencefreshmanstage,insipidstageandburnoutstage.BaiYiminproposedself-updateorientedstagetheory（自我更新取向阶段论）whichincludesnon-concernstage,virtualconcernstage,survival-concernstage,task-concernstageandself-updateconcernstage.LianRong,MengYingfang（2002）proposedthree-stageprofessionaldevelopmentbasedonpriorstudiesandteachers'

characteristicsinChina—noviceteachers,skilledteachersandexpertteachers.

developmentisalong,dynamicexperiencethroughouttheentirecourseofcareer.Byunderstandingteachers'

professionaldevelopmentstage,teacherswillknowwhichstagetheyareinandhowtodealwiththeirproblemsbetter.Itwillalsohelpteacherschooseanddeterminetheirrecentorlong-termpersonalprofessionaldevelopmentgoals.Withthehelpofteachers'

development,educationaladministrationdepartmentsandteachertrainingdepartmentsareabletoprovidetimelyappropriatehelptostimulateteachers'

enthusiasmandcreativityinworkandmakethemhavecolorfulandwonderfulteachingcareer.

ProfessionalKnowledge

Shulman（1986）dividedteachers'

professionalknowledgeinto3categories:

professionalknowledge,pedagogicalcontentknowledgeandcurriculumknowledge.Hearguedthathavingknowledgeofsubjectmatterandgeneralpedagogicalstrategies,thoughnecessary,werenotsufficientforcapturingtheknowledgeofgoodteachers,andpedagogicalcontentknowledgeisaformofpracticalknowledgethatisusedbyteacherstoguidetheiractionsinhighlycontextualizedclassroomsettings.Curriculumknowledgecoversteachers'

attitudesandunderstandingtoteachingcurriculumbasedontheirteachingexperience.

Basedonthisclassification,TsuiandNicholsondiscussedknowledgestructureofforeignlanguageteacherswhichincludedprofessionalknowledge,pedagogicalcontentknowledgeandpedagogicalknowledge.

Theprofessionalknowledgeofforeignlanguageteachersreferstoknowledgeoflanguagesystem,suchasphonology,lexicologyandgrammar,etc.

While,languagelearningstrategiesandlanguageteachingstrategiesareincludedinthepedagogicalcontentknowledge.Amongthem,knowledgeonlanguagelearningstrategiescoversthestrategiesofrisk-taking,toleranceofambiguityandself-regulation.Knowledgeonlanguageteachingstrategiescoverstheknowledgeoforganizingteachingthroughdifferenttypesofactivitiesandthecapacityofrecomposingteachingmaterialtoadapttostudentsofvariouslevels.

Pedagogicalknowledgeishowtoteach,generallyacquiredthrougheducationalcourseworkandexperiencesintheschools（Ball,2000）.Itiscarriedoutbylearningmanagementandresourcemanagement.Theformerinfluenceslearners'

motivationandparticipation,andthelatterinfluencestheauthenticity,acceptabilityandsuitabilityoftheusedmaterials.

Freeman

Freemansuggestedthatknowledgeoflanguageteachingshouldbefoundintheteachingactivities,insteadofoutsidethem.

EveryEnglishteacher,pre-serviceorin-service,noviceorexpert,needstoknowthecontentknowledge（subjectmatterknowledge）intheclassroomteachingandpedagogicalknowledgeinlinewiththecharacteristicsofcontentknowledgesystem.InShulman'

swords（1987）,thekeytounderstandingteachers'

knowledgeliesintheintersectionofteachers'

contentknowledgeandpedagogicalknowledge—teachers'

capacitytotransformalltheircontentknowledgeintoeffectiveteachingmethods,namely,pedagogicalcontentknowledge.

Intheaspectoftheteachers'

generalknowledgesharedbyEnglishteachersinChina,scholarshavedifferentsummariesandinductions.Here,fourcategoriesareintroduced:

①contentknowledge（subjectmatterknowledge）,namely,theknowledgeaboutwhatanEnglishteacherteaches,suchasknowledgeofEnglishcultureandlanguagecommunicationskills;

②theoreticalknowledgeofteachingwhichisusedtoexplainEnglisheducationalactivities,includingpublictheoreticalknowledgeandpersonaltheoreticalknowledge;

③practicalknowledgeofteaching:

knowledgedirectlyrelatedtothepracticalprocessofEnglisheducation,whichmainlyconsistofknowledgeandskillsofEnglishpedagogyandinstructionaldesign,classroommanagementanddecision-making;

④educationalknowledgethatallteachersaresupposedtobefamiliarwi