浅析教师组织公民行为的成因与发展

教书育人的复杂性和制度的有限性决定了教师的工作行为不可能全部被纳入到学校相关管理规范中去,很多行为是教师自觉自愿的行为,虽然教师的工作职责并没有要求这样做,这就是教师组织公民行为。现从教师组织公民行为的成因出发,寻求塑造教师组织公民行为的途径和方法。

Mobile Learning： Taking Education to a New Level

Technological advances are taking a major role in every field of our life. Today, younger generation is more attached to technology, immerging it mostly for social purposes. Therefore, the importance of its existence cannot be ignored. For that, it is the time for every mentor to apply technology to education. Instructors from different majors need to realize that integrating technology into education is a powerful tool that helps them moderate their course, but never a replacement to their existence. This paper＇s interest is to deliver a personal experience to other instructors on how to correctly use technology for educational purposes. One way of clarifying this point is to shed light on a very common social application that is WhatsApp. It is a social application available on every smartphone that is usually used as a social medium among users from different generation. This paper used WhatsApp as an application that can associate technology with leaming and teachers＇ moderation and collaboration under one roof, and that is by applying Mobile learning. One main question to rise at this point is whether students are going to be collaborative or not with their teacher in applying technology into education. There will be an anticipated approach from this paper on both Mobile learning and WhatsApp, that is to reach an agreement that Mobile learning is essential and adds value to the educational material we have in hand. Great examples from my own data are going to be presented to encourage others to predict new ways that can be added to my effort and others as well. The result hoped for after this paper is to be able to answer any digital immigrants＇ questions and help them to be more confident with technology.

Social Media Sites Enhance Online Teaching and Learning Activities： Instructors＇ Perceptions： A Case Study

Online teaching and learning environments have been booming worldwide. However, many universities in developing countries cannot afford learning management systems, such as Blackboard or WebCT. Therefore, this qualitative study explores the possibility of using social media sites for online instruction due to the fact that their prominent utilities are similar to those of Blackboard and other learning management systems. Through purposeful sampling, four university professors using social media for online instruction were selected as participants, in order to gain insights from their perspectives regarding its usage as an alternative instructional medium. Using the constant comparison method and open coding, data was gathered and triangulated from participant interviews, observations of participants＇ online courses on social media sites; documents collected from their online courses; and the researcher＇s reflexive journal. Thematic findings revealed that social media sites increased （1） interaction and communication between the instructor and students, （2） interaction, communication, and collaboration among students, （3） and interaction between students with materials. It is believed that the significance of the research findings can be transferred to the similar online teaching contexts where learning management systems cannot be afforded.

Language Structure and Social Situation： Developing Communicative Strategies for the Nigerian Teacher of English

Defining knowledge and extent of communicative competence in the Nigerian, teacher of English underlies the ability of the teacher to engage adequately in ＂can do＂ statements which describe communicative competence in an ESL （English as a second language） communication situation. Therefore, in the skills of reading, writing, listening, interactive speaking, and in the spoken production of giving a speech or presentation, should fall the teacher＇s （and by extension, his students＇） competencies--linguistic, sociolinguistic, and pragmatic. This paper examines the successful classroom communication of the Nigerian teacher of English which depends on his ability to manipulate the structures of English accurately, as well as to be able to use this knowledge in different social situations especially for the practice of impartation of knowledge. This paper postulates on the teaching of communicative competence, as it brings teachers to terms with the task of preparing students for their new role in the classroom And, the research recommends strategies to enhance the communicative competence of the Nigerian teacher for effective classroom teaching of English beyond the traditional ESL concems.

New Ideas on Teaching Translation

With the rapid development of the society, some new questions of how to teach translation more scientifically have been put forward to the traditional translation teaching in the new century, which is characterized with high informationization and rapid development of science and technology. This paper aims at a general analysis of the characteristics of the modem society and its impact on translation teaching. Meanwhile, this paper provides the translation teachers with some teaching methods and concepts. Finally, this paper points out that translation teachers must take the characteristcs of the modem society in the new century into consideration, and tries to follow some new ideas when teaching translation so as to adapt to the social changes and achieve the goal of translation teaching in the universities.

Study on the Spirits of University Teachers

The paper intends to study the formation of the spirit of independence, curiosity, innovation and benevolence which the university teachers in Medieval Europe had under the specific social and historical conditions. Based on this, by contrast the current crisis of spirits of medieval university teachers in modem society, the paper also analyzes the reasons and tries to find out the mechanism to cultivate the spirit of the university teachers in modem society.

Advanced Research Projects in the Humanities： New Trends on Literature, Languages, and Linguistics Studies

Following the author＇s own experiencing in supervising Ph.D. theses in literature, languages, linguistics, and teacher education, the author will focus on new trends of advanced research projects that have been contributing to reinforce the importance of research in these areas in a time of crisis in the humanities. The organization and funding of science and scholarship in Europe has been promoting anything else but social sciences research, including educational areas. The author will follow the recent call from the Board of Trustees da Academia Europaea to redirect policies toward the organization of multidisciplinary research projects. Among these so-called ＂small subjects＂, we will find original, inspired, and valuable research projects in the humanities, It is worth mentioning that the crisis that has been diminishing this type of scholarship strangely cohabits with several policies promoted by the European Commission and the Council of Europe to develop programs for plurilingual education and linguistic diversity, new framework strategies for multilingualism, and the use of new technologies for language teaching and learning. A strong emphasis on research projects leading to interdisciplinary studies involving literature and pure sciences, plus the development of outreach research projects will be proposed.

The Forming Mechanism of Foreign language Teachers＇ Professional Development Community

Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers＇ professional development community, and constructs the model and forming mechanism of foreign language teachers＇ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities

The Sociological Analysis on the Teacher＇ s Notion of Judging Students Based on Achievements

There is a popular notion of teachers that they judge a student according to their score. On this basis, teachers developed a systematical thinking method, perspective and way of act. Currently, teachers arrange seats and interact with students and do many other things according to their score sub-consciously. This phenomenon, however, has a long-standing basis on which the school evaluates teachers and teachers evaluate themselves.

Igniting the Statistical Spark in the Social Sciences—Abilities, Student Feedback and Teacher Observations

A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.

“I Cannot Dance Upon My Toes”: A Case Study Into Teacher Learning Through Participating in an English Teaching Contest in China

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.

FROM TEACHER GROUP TO LEARNING COMMUNITY:TOWARDS AN INTEGRATED FRAMEWORK FOR STUDYING COLLEGE ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT

Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension.

Exploring Researcher Identity Construction of University EFL Teachers in China

Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.

Locating the Teacher Within Socially Constructivist Educational Practice

The rise of a socially-defined form of constructivism is identified as a central motif in current theorising around educational practice. The role of technology in supporting such a shift is noted along with a relative marginalisation of the role of teachers. While technology is implicated in creating less frequent contact between students and teachers in higher education, it is also argued to be implicated in rendering the contact that does occur to be less personal. Such re-mediation of the traditional student-teacher relationship represents a shift that might need to be more vigilantly monitored.

Teaching to, with, and Against the Test: Language Teaching and Teacher Identity Under Institutional Neoliberalization

Neoliberalism has emerged as a keyword that captures some core features of global economic and educational reforms in recent years. This paper reports a linguistic ethnographic study of how a Chinese language teacher was engaged with neoliberal discourses on language education in and out of the classroom in a suburban public middle school in China, with an attempt to illuminate the complexity of language education in a neoliberal context. The analysis shows three general identity positions-as an opponent, a conformist, and a pragmatist-across the identification trajectory of the focal language teacher through the fieldwork period, in relation to neoliberal exam-oriented education and her various ways of engaging with exam discourses in her language classrooms. This inquiry argues for the perspective of unpredictability and complexity as an alternative that goes beyond the current "deterministic neoliberalism" in understanding the dynamics of neoliberalization in language education, language teaching, and teacher identity formation.