Sunny Park-Johnson和Sarah J. Shin于2020年推出的新作《语言教师的语言学:课堂实践课程》是专门为二语教师量身打造的语言学入门教材,具有实例广、视角广、受众广等突出优点,对于为教师语言学“赋能”、使其了解并应用语言学相关理论...Sunny Park-Johnson和Sarah J. Shin于2020年推出的新作《语言教师的语言学:课堂实践课程》是专门为二语教师量身打造的语言学入门教材,具有实例广、视角广、受众广等突出优点,对于为教师语言学“赋能”、使其了解并应用语言学相关理论和知识具有重要作用。展开更多
English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These profess...English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.展开更多
教师发展学校(Teacher Development School,简称TDS)是由教育行政部门、高校和中小学三方共同建设、服务于师范生培养和在职教师培训、附属在中小学校的新型教师教育机构。以16所教师发展学校共建高校为对象,开展关于共建教师发展学校...教师发展学校(Teacher Development School,简称TDS)是由教育行政部门、高校和中小学三方共同建设、服务于师范生培养和在职教师培训、附属在中小学校的新型教师教育机构。以16所教师发展学校共建高校为对象,开展关于共建教师发展学校的调研与访谈,结合110所申报示范性教师发展学校的文本分析,提出浙江省教师发展学校建设的成绩,表现为:初步建立了三方共同管理的组织与管理机构;开发了部分教师教育实践课程;部分促进了教师发展学校与高校教师教育师资的共享;在教师发展学校内部建立了保障其实际运营的相关管理制度。进而明确提出促进浙江省教师发展学校建设的问题与建议,即政府、高校、中小学(幼儿园)三方协同长效运行机制有待进一步完善;教师发展学校的建设中要关注从教学走向课程,强调体现特色的课程群建设;从教学、培训走向教学与教研共同关注;'以评促建'的实效性需要构建适应教师发展学校的评价考核新型态。展开更多
Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own...Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own autonomy （MA） to teachers. Thus, a problem arises： how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way？ Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper： the principal＇s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.展开更多
文摘English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.
文摘教师发展学校(Teacher Development School,简称TDS)是由教育行政部门、高校和中小学三方共同建设、服务于师范生培养和在职教师培训、附属在中小学校的新型教师教育机构。以16所教师发展学校共建高校为对象,开展关于共建教师发展学校的调研与访谈,结合110所申报示范性教师发展学校的文本分析,提出浙江省教师发展学校建设的成绩,表现为:初步建立了三方共同管理的组织与管理机构;开发了部分教师教育实践课程;部分促进了教师发展学校与高校教师教育师资的共享;在教师发展学校内部建立了保障其实际运营的相关管理制度。进而明确提出促进浙江省教师发展学校建设的问题与建议,即政府、高校、中小学(幼儿园)三方协同长效运行机制有待进一步完善;教师发展学校的建设中要关注从教学走向课程,强调体现特色的课程群建设;从教学、培训走向教学与教研共同关注;'以评促建'的实效性需要构建适应教师发展学校的评价考核新型态。
文摘Developing learner autonomy （LA） requires a shift of control from teachers to students. This development also relates to teacher autonomy （TA）, which requires school managers to relinquish some degree of their own autonomy （MA） to teachers. Thus, a problem arises： how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way？ Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper： the principal＇s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.
