摘要
Informed by research in teacher cognition and constructivist views of learning,the studylooks into Chinese university effective EFL teacher development,with a view to uncovering:(1) what makes them qualify as effective;(2) how they have grown into effective teachersover the years.213 effective EFL teachers from 30 universities across the country participatedthe study.The research methodology consists of a survey and 19 in-depth interviews.Theapproach to data features qualitative,interpretive analyses,supplemented by descriptivequantification.Based on the data,an effective EFL teachers’ professional profile is constructedwhich accommodates four dimensions:pedagogical content competence,conceptions ofEnglish language teaching,conceptions of learning and teacher-learner role relationship,and continued professional development.The nature of the construct and the relationshipbetween the proposed dimensions are discussed.
Informed by research in teacher cognition and constructivist views of learning,the study looks into Chinese university effective EFL teacher development,with a view to uncovering: (1) what makes them qualify as effective;(2) how they have grown into effective teachers over the years.213 effective EFL teachers from 30 universities across the country participated the study.The research methodology consists of a survey and 19 in-depth interviews.The approach to data features qualitative,interpretive analyses,supplemented by descriptive quantification.Based on the data,an effective EFL teachers' professional profile is constructed which accommodates four dimensions:pedagogical content competence,conceptions of English language teaching,conceptions of learning and teacher-learner role relationship, and continued professional development.The nature of the construct and the relationship between the proposed dimensions are discussed.
出处
《中国外语》
2005年第2期13-20,共8页
Foreign Languages in China
