9Teachers Professional DevelopmentWord文档格式.docx

1、3.to know the necessity of teachers4.to learn about effective measures of teachers5.to know how to evaluate teachers Key Points: to know why and how to promote teachers Difficulties: 1. understanding the basic process of reflective teaching 2. understanding the importance of teachers psychological h

2、ealthPeriods: One period since the reform and opening up, the basic education in our country achieved great development. Our government and people from different fields are more and more aware that the improvement of quality education should be based on the improvement of teachers professional level

3、. Just as what president Hu JinTao said in the national outstanding teachers representative forum in 2007: no high-level teachers means no high-quality education. International development of teacher education has achieved a lot from which we can learn. The development of contemporary teacher educat

4、ion centers on the teachers professional development, namely, teacher professionalization has become a global trend. There are more than 16 million teachers in our country who take up the most massive primary and secondary school education in the world. But compared with teachers of developed countr

5、ies, the gap in professionalization is obvious. Professional development of English teachers in primary and secondary school is the key to foreign language education reform in China.1. Basic Concepts of Teachers Teacher is a profession. Every teacher faces the issue of professional development. It i

6、s necessary for us to have a clear understanding of some basic concepts before discussing theories and practice of English teachers professional development. Here, we will cover teachers professional development, which are closely related with each other.1. Teachers Professionalization Teachers prof

7、essionalization refers to teachers professional growth process of becoming good education workers through lifelong professional training, including acquisition of professional knowledge and skills, implementation of professional autonomy, the performance of professional ethics and gradual improvemen

8、t of their own quality, throughout their professional career. professionalization is a process of socialization and an achievement of joint efforts from different social aspects. It mainly stresses integral and external profession promotion of teachers from the sociological perspective. Holye define

9、d teachers professionalization from two aspects: paying attention to the process of how teaching becomes a profession and deserves its position; paying attention to teaching quality and teachers cooperation.2. Teachers professional development refers to the process of teachers individual professiona

10、l improvement in which teachers continue to accept new knowledge and enhance professional competence. professional development is a conscious process, a persistent process and a systematic process. It mainly refers to teachers individual and internal professional improvement from the pedagogical asp

11、ect. （cited from the department of elementary education, Ministry of Education）II. Relevant Theories of Teachers There are various theories which are related to the study of teachers professional development. Several of them are introduced here. Professional Development StageFuller The study about t

12、eachers professional development stage starts from study of career development. Accurately, it begins with Teacher Concerns Questionnaire designed by American scholar Fuller in 1969. From then on, many domestic and foreign scholars have been studying in this field from different perspective. As a re

13、sult, quite abundant achievements have been produced, which cover following influential studies:（1） Foreign scholars studiesFessler Burden（1979） divided teachers professional development into survival stage, adjustment stage and mature stage; Fessler （1985） proposed the teacher career cycle and divi

14、ded teachers professional development into 8 stages pre-service, induction, competency-building, enthusiastic and growing, career frustration, stable and stagnant, career wind down and career exit; Setffy （1989） developed his teacher career mode based on the self-fulfillment theory and divided teach

15、ers professional development into anticipatory career stage, expert/master career stage and withdrawal career stage;Huberman （1993） suggested career entry, stabilization phase, experimentation and reassessment, serenity and conservatism and the stage of disengagement.（2） Domestic scholarsWang Qiuron

16、g Taiwan scholar Wang Qiurong first divided teachers into normal teachers, cadet teachers and qualified teachers, then studied them separately. Normal teachers development stages are: exploration and adaption, stable growth, and mature development. Cadet teachers have the developing stages of honeym

17、oon, crisis and turbulent stage. Qualified teachers mainly experience freshman stage, insipid stage and burnout stage. Bai Yimin proposed self-update oriented stage theory（自我更新取向阶段论） which includes non-concern stage, virtual concern stage, survival-concern stage, task-concern stage and self-update c

18、oncern stage. Lian Rong , Meng Yingfang （2002） proposed three-stage professional development based on prior studies and teachers characteristics in China novice teachers, skilled teachers and expert teachers. development is a long, dynamic experience throughout the entire course of career. By unders

19、tanding teachers professional development stage, teachers will know which stage they are in and how to deal with their problems better. It will also help teachers choose and determine their recent or long-term personal professional development goals. With the help of teachers development, educationa

20、l administration departments and teacher training departments are able to provide timely appropriate help to stimulate teachers enthusiasm and creativity in work and make them have colorful and wonderful teaching career. Professional Knowledge Shulman （1986） divided teachers professional knowledge i

21、nto 3 categories: professional knowledge, pedagogical content knowledge and curriculum knowledge. He argued that having knowledge of subject matter and general pedagogical strategies, though necessary, were not sufficient for capturing the knowledge of good teachers, and pedagogical content knowledg

22、e is a form of practical knowledge that is used by teachers to guide their actions in highly contextualized classroom settings. Curriculum knowledge covers teachers attitudes and understanding to teaching curriculum based on their teaching experience. Based on this classification, Tsui and Nicholson

23、 discussed knowledge structure of foreign language teachers which included professional knowledge, pedagogical content knowledge and pedagogical knowledge. The professional knowledge of foreign language teachers refers to knowledge of language system, such as phonology, lexicology and grammar, etc.

24、While, language learning strategies and language teaching strategies are included in the pedagogical content knowledge. Among them, knowledge on language learning strategies covers the strategies of risk-taking, tolerance of ambiguity and self-regulation. Knowledge on language teaching strategies co

25、vers the knowledge of organizing teaching through different types of activities and the capacity of recomposing teaching material to adapt to students of various levels. Pedagogical knowledge is how to teach, generally acquired through educational coursework and experiences in the schools （Ball, 200

26、0）. It is carried out by learning management and resource management. The former influences learners motivation and participation, and the latter influences the authenticity, acceptability and suitability of the used materials.Freeman Freeman suggested that knowledge of language teaching should be f

27、ound in the teaching activities, instead of outside them. Every English teacher, pre-service or in-service, novice or expert, needs to know the content knowledge （subject matter knowledge） in the classroom teaching and pedagogical knowledge in line with the characteristics of content knowledge syste

28、m. In Shulmans words （1987）, the key to understanding teachers knowledge lies in the intersection of teachers content knowledge and pedagogical knowledgeteachers capacity to transform all their content knowledge into effective teaching methods, namely, pedagogical content knowledge. In the aspect of

29、 the teachers general knowledge shared by English teachers in China, scholars have different summaries and inductions. Here, four categories are introduced: content knowledge （subject matter knowledge）, namely, the knowledge about what an English teacher teaches, such as knowledge of English culture

30、 and language communication skills; theoretical knowledge of teaching which is used to explain English educational activities, including public theoretical knowledge and personal theoretical knowledge; practical knowledge of teaching: knowledge directly related to the practical process of English education, which mainly consist of knowledge and skills of English pedagogy and instructional design, classroom management and decision-making; educational knowledge that all teachers are supposed to be familiar wi