外语教师专业发展.pptx

Foreign language teachers professional development,What is teacher professional development?,Teacher development looks beyond initial training and deals with the on-going professional development of teachers, particularly in in-service education programs. This includes a focus on teacher self-evaluation, investigation of different dimensions of teaching be the teacher, and examination of the teachers approach to teaching. - Longman Dictionary of Language Teaching & Applied Linguistics, 1992: 470),Teacher development is a term used in the literature to describe a process of continual intellectual, experiential , and attitudinal growth of teachers”, which allows for “ continued growth both before and throughout a career”, and “ the intent here is to suggest that teachers continue to evolve in the use, adaptation, and application of their art and craft”. ( Dale Lange, 1990),What is a profession?,An occupation requiring advanced education and training, and involving intellectual skills, as medicine, law, theology, engineering, teaching, etc. - Websters NWDAL A profession is a type of job that requires advanced education and training. - Collins Cobuild Dictionary Professionalism is the qualities of competence and integrity demonstrated by the best people in the field. - Newbury House Dictionary,Four Criteria for a Profession,Ethics Codes of conduct and standards Legal/administrative responsibilities Personal philosophy of teaching Being part of a professional learning community Seeking advice on how to improve your teaching Planning for your future development as a teacher,To be a professional means,Three kinds of Teachers ( Jim Scrivener, 1994),Three kinds of teachers,Effective teachers,Researches on foreign language teachers professional quality,Shulman 的教师知识框架,学科內容知识 (Content Knowledge) 一般教学法知识(General Pedagogical Knowledge) 学科教学知识(Pedagogical Content Knowledge) 課程知识 (Curriculum Knowledge) 学习者知识 (Knowledge of Learner) 教学情境知识(Knowledge of Educational Context) 教育价值知识(Knowledge of Educational Values) Lee.S.Shulman (1987),吴一安优秀外语教师的专业素质,吴一安（2005）研究了优秀外语教师行为特点和决策背后的精神世界，归纳了优秀外语教师的专业素质的四个维度： （1）外语学科教学能力； （2）外语教师职业观与职业道德； （3）外语教学观； （4）外语教师学习与发展观。 （吴一安，2005）,Koehler& Mishra的TPACK教师知识框架,TPACK发展的五个层次（Niess),TPACK发展的五个层次,认知（知识）：教师能够使用技术，并 认识到可以将技术和数学内容相结合，但 还不能在教学中整合技术； 接受（劝说）：教师赞成或者不赞成在 教与学中使用适当的技术； 适应（决策）：教师参与一些活动，由此教师开始选择或者拒绝在教与学中使用适当的技术； 探索（执行）：教师积极地在教与学中整合适当的技术； 提升（证实）：教师评价在教与学中整 合适当的技术的效果。 （Niess),外语学科教学能力包括（吴一安，2005） ：,1) 具备熟练的英语口笔语运用能力、 扎实的英语语言及其运用知识、宽 广的知识面; 2) 善于营造能够激发学习兴趣和气氛 和睦的课堂学习环境; 3) 善于抓住时机因势利导和鼓励学生; 4) 了解学生需求并善于根据学生需求衡量、确定和调整规定的教学内容; 5) 有明确的教学目标并善于根据目标组织教学活动; 6) 善于根据学生随时出现的需求及时调整教学;,7) 善于挖掘教学内容的人文内涵; 8) 善于以准确、流利为目标组织语言基本功训练; 9) 善于在课堂上抓住契机为学生创造学习机会; 10)善于培养学生的学习能力和在学习方法上引导学生; 11)善于抓住机会增进学生对英语语言及其运用体系的了解; 12)明确自己的教学在整体课程中的位置。 （吴一安，2005）,Pedagogical content knowledge ( Shulman, 1987),knowledge about how to teach effectively: the theories and skills that you need in dealing with the subjects, including curriculum, classroom action, classroom management, material development, assessment, contexts practice and academic competence PCK exists at the intersection of content and pedagogy.,Pedagogical content knowledge,“It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” (p. 8). “ in a word, the ways of representing and formulating the subject that make it comprehensible to others” (p. 9).,Pedagogical content knowledge,includes knowing what teaching approaches fit the content, and how elements of the content can be arranged for better teaching. theories of epistemology (认识论） knowledge of teaching strategies , knowledge that might be either facilitative or dysfunctional for the particular learning task at hand. knowledge of students including their strategies, prior conceptions, their misconceptions about a particular domain and potential misapplications of prior knowledge.,学科教学知识（ 韩刚，2011),“学科教学知识” （PCK）(Shulman, 1985；1987)，被公认为最核心的教师知识，是教师在教学实践中对其拥有和使用的学科知识与教学知识（含教学理论和实践知识）的一种高度融合，具体表现为： 教师对各种教学复杂因素及其关系的个人理解； 教师根据教学需求对学科知识所进行的一种筛选、重组和对教学形式的一种创造 教师在特定课堂环境中为促进学习将知识、技能、策略、经验和智慧的综合运用。,教师知识的本质 （1）,教师的“默会知识”（tacit knowledge）或 “隐性知识”(implicit knowledge)支配着整个教学认识活动，起着 “向导”和“主人”的作用，这种知识对教师发展更为重要，“因为人们能够识知的比人们能够讲述的外显知识 （explicit knowledge）更多”（Polanyi 1957）； 教师在实践中并非总是依靠理论知识，他们往往依靠自己的实践知识，即行动中知识（knowing-in-action）指导行动和解决问题（Schn 1983）； 教师的个人知识应受到重视（Elbaz，1983，Connelly & Cladinin,1988）； 这种“本地”的实践知识应合法地与“外来”的理论知识共同构成教师的知识基础（Shulman,1987, Verloop, 2001）,教师知识的本质（2）,教师无论接受何种与教学相关的知识，都会以他们个人已有的、来自其教学实践的知识为基础，这些知识将形成一种难以改变的看法，称之为“教师信念”（teachers beliefs）(William Richards & Nunan 1990)； 与教师发展相关的是教师是否根据个人已有经验和关于有效教学的理解、原则和信念去创造教学方法，这些就是教师隐性的教学理论（Richards 1998）。,教师教育与发展的理论基础,随着认识论哲学从实证主义向建构主义、解释主义的转向，人们开始意识到： 教学并非可以模仿的外在行为，它是教师对教与学的 一种个人理解或解释； 教师知识并非可以直接传授的客观知识，它是教师在教育教学实践中逐渐形成与发展的一种融合了教师各种知识、技能、文化素养和经验的个人知识； 教师的发展并非直接接受知识的结果，而是教师在实践、反思和团队交流的过程中建构个人教师知识（获得对教学的理解对教师身份的认同）的过程。 （韩刚，2011）,Two ways of professional development,Individual development Writing teaching journal Compiling a teaching portfolio Collaborative development Peer observation Mentoring and coaching Case study Team teaching (Bailey, etc. 2001:11),The Johari Window (Bailey, etc. 2001:25),Wallaces models for teacher professional development (1993),Reflective practice model of professional development (Wallace,1991),Language training,Others experience,Received experience,Own experience,Practice,Reflection,Professional competence,Stage 1,Stage 2,Stage 3,Experimental learning cycle ( David kolb, 1984),Reflections,Experience is a key component of teacher development ,in itself it may be insufficient as a basis for teacher development ( Richard &Lockhart, 1996:4) Experience combines with reflections leads to growth. Teachers who dont bother to reflect on their work are slaves to routine and are guided by impulse, tradition, and authority ( Dewey, 1933) Teachers can improve their own teaching by consciously and systematically reflecting on their teaching experiences ( Farrell, 2004,2007),Benefits of reflective teaching,Reflective teaching helps free the teachers form impulse and routine behaviors. Reflective teaching allows teachers to act in a deliberate, intentional manner and avoid the “I dont know what I will do today” syndrome. Reflective teaching distinguishes teachers as educated human beings since it is one of the signs of intelligent action. As teachers gain experience in a community of professional educators, they feel the need to grow beyond the initial stages of survival in the classroom to reconstruct their own particular theory from their practice. (Farrell,2013:78),Case study,A case has “ a narrative, s story, s set of events that unfolds over time in a particular place”( Schumlan ,1992:21) A case starts from identification of a particular issue and then involves selecting a method for collecting information about it a teaching case is really a “ freeze frame” of a classroom situation ( Farrell, 2013:57),Case study,Cases can be used to teach Principles or concepts of a theoretical nature