The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continu...The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.展开更多
Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and instituti...Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.展开更多
基金supported by National Social Science Fund of China[Grant No.12CYY026]~~
文摘The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.
基金supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region,China(GRF Project No.HKBU 12403214)
文摘Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
