摘要
从默会知识的视角来探讨外语教师专业发展的内涵,研究外语教师的默会知识构成维度,提出了通过导师制、反思教学(包括教学日志、同伴观摩和行动研究)以及学习共同体等途径来获取默会知识。
This paper tries to discuss the connotations of professional development for L2 teachers in a perspective of tacit knowledge and to discover the constitutive factors of tacit knowledge for L2 teachers. The author puts forward such obtaining channels of tacit knowledge for L2 teachers as tutorial system, reflective teaching and learning community.
出处
《龙岩学院学报》
2009年第1期77-80,共4页
Journal of Longyan University
关键词
外语教师
专业发展
默会知识
导师制
反思教学
学习共同体
teachers of L2
professional development
tacit knowledge
tutorial system
reflective teaching
learning community
