英語教師職業(yè)意識與發(fā)展--昆明(文件)
【正文】 What Did We Do? A nationwide survey for needs analysis A summer instituteDUTE The visitingscholar program A projectbased teacherlearning munity A themebased shortterm model for PD 49 universities in 6 geographical regions 920 valid questionnaires More than 30 interviews Teachers’ Needs for PD Linguistics and applied linguistics Teaching methodology Educational theories Research methods The Majority Need 62% expressed their interest in a specific field such as crosscultural munication, translation studies, interpreting etc. What makes effective language teaching? Ability to motivate the students Good teacherstudent cooperation Commitment Language petence … Teacher Beliefs Learningcentered belief Teachers’ role in the classroom Provide opportunities for students to use the language Encourage as many students activities as possible Classroom Practice Go through the text Check out the students’ homework Very little pairwork and group work activities Two discrepancies Between teachers’ needs for PD and their understanding of the needs for effective teaching Between their claimed beliefs in language teaching and their actual classroom behavior Why is it so? The current promotion policy that emphasizes number of published papers rather than their classroom performance Pedagogical content knowledge and petence has been a missing link in our teacher development programs. Teacher Development in Action A oneyear teaching reform in a college English program Teachers of different experiences form a supportive learning munity Positive changes have been found among all participants in the reform. Younger Teachers’ Development Teacher development through positive interactions and reflections in a munity Achieving PD in action Teachers develop steadily in a supportive teaching munity. Teachers learn most efficiently in the process of doing projects. Teachers grow professionally in the process of sharing and interacting with their colleagues. Visiting Scholar Program Positive about this PD model Experienced teachers benefit much more than the younger teachers Teachers have different needs at different stages of their professional development. More administrative support for the program Optimizing the limited resources Visiting Scholars’
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