Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective way...Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.展开更多
Language teacher professional development has recently shifted away from transmissionist approaches based on cascading or transfer of external knowledge toward social constructivist paradigm with a focus on the situat...Language teacher professional development has recently shifted away from transmissionist approaches based on cascading or transfer of external knowledge toward social constructivist paradigm with a focus on the situationality of learning and teaching as social processes of sharing and （re）constructing personal meanings, understandings, and skills. The social constructivist view of teacher education values teachers＇ agency in constructing and shaping personalized knowledge as a socially constructed experiential process in context. So, the researcher as an EFL educator in an Iranian teacher education university investi- gates the professional development of an EFL teacher during a three-year-time span both as a student and then as a teacher. Teacher journals, observation, and interview as three appropriate data gathering tools were used to obtain triangulated data. Student teacher professional change during the time span, multidimensionality of professional development, and discursively shaped personal beliefs and knowledge and their influence on teaching actions and practices were the emerged themes of data analysis based on Strauss （Qualitative analysis for social scientists. Cambridge University Press, Cambridge, 1998） constant comparative method, including three steps of open coding, axial coding, and selective coding. The findings of this research challenge the transmission nature of teacher education which assumes student teachers as the conduits, requiring to be filled with skills, input, and knowledge lectured by educators as authority figures.展开更多
Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of kno...Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.展开更多
文摘Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.
文摘Language teacher professional development has recently shifted away from transmissionist approaches based on cascading or transfer of external knowledge toward social constructivist paradigm with a focus on the situationality of learning and teaching as social processes of sharing and （re）constructing personal meanings, understandings, and skills. The social constructivist view of teacher education values teachers＇ agency in constructing and shaping personalized knowledge as a socially constructed experiential process in context. So, the researcher as an EFL educator in an Iranian teacher education university investi- gates the professional development of an EFL teacher during a three-year-time span both as a student and then as a teacher. Teacher journals, observation, and interview as three appropriate data gathering tools were used to obtain triangulated data. Student teacher professional change during the time span, multidimensionality of professional development, and discursively shaped personal beliefs and knowledge and their influence on teaching actions and practices were the emerged themes of data analysis based on Strauss （Qualitative analysis for social scientists. Cambridge University Press, Cambridge, 1998） constant comparative method, including three steps of open coding, axial coding, and selective coding. The findings of this research challenge the transmission nature of teacher education which assumes student teachers as the conduits, requiring to be filled with skills, input, and knowledge lectured by educators as authority figures.
文摘Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.
