外语教师专业发展.ppt

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1、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-evaluatio

2、n,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,experient

3、ial,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 requirin

4、g advanced education and training,and involving intellectual skills,as medicine,law,theology,engineering,teaching,etc.-Websters NWDALA profession is a type of job that requires advanced education and training.-Collins Cobuild Dictionary Professionalism is the qualities of competence and integrity de

5、monstrated by the best people in the field.-Newbury House Dictionary Four Criteria for a ProfessionAdvanced education and training Standards of practiceAn agreed upon theoretical and empirical basisAdvocacy for the language teaching profession(Bailey etc.,2001:12-16)pEthicspCodes of conduct and stan

6、dards pLegal/administrative responsibilitiespPersonal philosophy of teachingpBeing part of a professional learning communitypSeeking advice on how to improve your teachingpPlanning for your future development as a teacherTo be a professional meansThree kinds of Teachers(Jim Scrivener,1994)The Explai

7、nerThe InvolverThe EnablerThree kinds of teachersSubject MatterMethodologyPeopleExplainerInvolverEnablerEffective teachersEffective TeachersPersonal characteristicsTeachers knowledgeTeachers reflection and lifelong learningEffective teaching strategiesResearches on foreign language teachers professi

8、onal quality研究者研究者专业素养结构专业素养结构提出提出时间时间夏纪梅夏纪梅外语教育外语教育知识知识和观念、外语教学和观念、外语教学能力能力与研究能力与研究能力2002朱纯朱纯外语外语知识知识和技能的和技能的能力能力、组织学生学习和运用外语的能、组织学生学习和运用外语的能力力1994舒白梅舒白梅对待学生情感和观念的对待学生情感和观念的态度态度、提问的技巧、启发式教学、提问的技巧、启发式教学、师生关系师生关系2005Richards教学教学理理论论（含个人理（含个人理论论与公共理与公共理论论）；）；课课堂教学与管理堂教学与管理的技能的技能；外；外语语交流技能；学科知交流技能；学科知识

9、识（专业专业知知识识）；教学）；教学推理与决策技能；推理与决策技能；环环境知境知识识1998韩刚韩刚学科知识学科知识;教学知识；理论知识教学知识；理论知识;实践知识实践知识2011Larsen-Freemanheightened awareness,a positive attitude,various types of knowledge,the development of skills 1983Shulman 的教师知识框架的教师知识框架学科內容知识学科內容知识(Content Knowledge)一般教学法知识一般教学法知识(General Pedagogical Knowledge)

10、学科学科教学知识教学知识(Pedagogical Content Knowledge)課課程知识程知识(Curriculum Knowledge)学习学习者知识者知识(Knowledge of Learner)教学教学情境知识情境知识(Knowledge of Educational Context)教育教育价值知识价值知识(Knowledge of Educational Values)Lee.S.Shulman(1987)吴一安吴一安优秀外语教师的专业优秀外语教师的专业素质素质吴一安吴一安（2005）研究了优秀外语教师行为特点）研究了优秀外语教师行为特点和决策背后的精神世界，归纳和决策背后

11、的精神世界，归纳了优秀外语教师了优秀外语教师的专业素质的的专业素质的四个维四个维度度：（1）外语学科教学能力外语学科教学能力；（2）外语教师职业观与职业道德；）外语教师职业观与职业道德；（3）外语教学观；）外语教学观；（4）外语教师学习与发展观。）外语教师学习与发展观。（吴一安，（吴一安，2005）Koehler&Mishra的的TPACK教师知识教师知识框架框架技术知识技术知识(Technological Knowledge,TK)、教学教学法法知识知识(Pedagogical Knowledge,PK)和和学科学科内容知识内容知识（Content Knowledge,CK）三种主要知）三种

12、主要知识形式复杂交叠识形式复杂交叠（Koehler,Mishra,2006)TPACK发展的五个发展的五个层次层次（Niess)认知知接受接受适适应 探索探索提升提升TPACK发展的五个层次发展的五个层次认知认知（知识）：教师能够使用技术，并（知识）：教师能够使用技术，并 认识到可以认识到可以将技术和数学内容相结合，但将技术和数学内容相结合，但 还还不能不能在教学在教学中中整合整合技术技术；接受接受（劝说）：教师（劝说）：教师赞成或者不赞成赞成或者不赞成在在 教与学中使教与学中使用适当的技术用适当的技术；适应适应（决策）：教师参与一些（决策）：教师参与一些活动活动，由此由此教师开始教师开始选择

13、或者拒绝选择或者拒绝在教与学中在教与学中使用适当使用适当的技术；的技术；探索探索（执行）：教师（执行）：教师积极积极地地在教与在教与学中学中整合整合适当的适当的技术；技术；提升提升（证实）：教师（证实）：教师评价评价在教与学中整在教与学中整 合适当的技合适当的技术的术的效果效果。（Niess)外语学科教学能力包括（吴一安，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、具备熟练的英语口笔语运用能力、扎实扎实的英语语的英语语言及其运用知识、宽言及其运用知识、宽 广的知识面广的知识面;2)善于营造能够激发学习兴趣和气氛善于营造能够激发学习兴趣和气氛 和睦的课堂学和睦的课

14、堂学习环境习环境;3)善于抓住时机因势利导和鼓励学生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了解学生需求并善于根据学生需求衡量需求衡量、确定确定和调和调整规定的教学内容整规定的教学内容;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善于在课堂上抓住契机为学生创造学习

15、机会;10)善于培养学生的学习能力和在学习方法上引导学善于培养学生的学习能力和在学习方法上引导学生生;11)善于抓住机会增进学生对英语语言及其运用体系善于抓住机会增进学生对英语语言及其运用体系的了解的了解;12)明确自己的教学在整体课程中的位置明确自己的教学在整体课程中的位置。（吴一安，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 subje

16、cts,including curriculum,classroom action,classroom management,material development,assessment,contexts practice and academic competencePCK exists at the intersection of content and pedagogy.Pedagogical content knowledge“It represents the blending of content and pedagogy into an understanding of how

17、 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

18、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

19、of students including their strategies,prior conceptions,their misconceptions about a particular domain and potential misapplications of prior knowledge.学科教学学科教学知识知识（韩刚，韩刚，2011)“学科教学知识学科教学知识”（PCK）(Shulman,1985；1987)，被公认为最核心的教师，被公认为最核心的教师知识知识，是是教教师在教学实践中对其拥有和使用的学科知识与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

20、知识）的一种高度融学知识（含教学理论和实践知识）的一种高度融合，具体表现为：合，具体表现为：教师对各种教学复杂因素及其关系的教师对各种教学复杂因素及其关系的个人理解个人理解；教师根据教学需求对学科知识所进行的一种教师根据教学需求对学科知识所进行的一种筛筛选、重组选、重组和对教学形式的一种和对教学形式的一种创造创造教师在特定课堂环境中为教师在特定课堂环境中为促进学习促进学习将知识、技将知识、技能、策略、经验和智慧的综合运用能、策略、经验和智慧的综合运用。教师知识的本质教师知识的本质 （1）教师教师的的“默会知识默会知识”（tacit knowledge）或）或“隐性知识隐性知识”(implici

21、t knowledge)支配着整个教学认识活动，起着支配着整个教学认识活动，起着“向导向导”和和“主人主人”的作用，这种知识对教师发展更为重要的作用，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）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己的实践知识实践知识，即行动中知识（，即行动中知识（knowing-in-action）指导行动和解决问题（）指导行动和解决问题（Schn 1983

22、）；）；教师的教师的个人知识个人知识应受到重视（应受到重视（Elbaz，1983，Connelly&Cladinin,1988）；）；这种这种“本地本地”的实践知识应合法地与的实践知识应合法地与“外来外来”的理论知识共的理论知识共同构成教师的知识基础（同构成教师的知识基础（Shulman,1987,Verloop,2001）教师知识的本质（教师知识的本质（2）教师教师无论接受何种与教学相关的知识，都会以他们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，称之为知识将形成一种难以改变的看

23、法，称之为“教师信念教师信念”（teachers beliefs）(William&Burden 1997)教师的教师的“个人理论个人理论”（personal theories）直接影响着教师每天的）直接影响着教师每天的教学决策教学决策(Freeman 1989;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，关于有效教学的理解、原则和信念去创造教学方法，这些就是教师这些就是教师隐性的教学理论隐性的教学理论（Richards 1998）。）。教师教育与发展的理论基础教

24、师教育与发展的理论基础随着随着认识论哲学从实证主义向建构主义、解释主义的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：转向，人们开始意识到：教学并非可以模仿的外在行为教学并非可以模仿的外在行为，它是教师对教与学，它是教师对教与学的的 一种个人理解或解释；一种个人理解或解释；教师知识并非可以直接传授教师知识并非可以直接传授的客观知识，它是教师的客观知识，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；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教师的发展并

25、非直接接受知识的结果，而是教师在，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（获得对教学的理解对教师身份的认同）的过程。（韩刚，（韩刚，2011）Two ways of professional developmentIndividual developmentWriting teaching journal Compiling a teaching portfolioCollaborative developmentPeer observationMentoring and coachingCa

26、se studyTeam teaching(Bailey,etc.2001:11)The Johari Window(Bailey,etc.2001:25)Known to SelfUnknown to SelfKnown to OthersOpen SelfBlind SelfUnknown to OthersSecret SelfHidden SelfWallaces models for teacher professional development(1993)The craft model Master teacherTo observe and imitateAn apprenti

27、ceship systemThe applied science model+to study theoretical courses The reflective model+observe,recall,reflect,practice To develop personal theories of actionReflective practice model of professional development(Wallace,1991)Language trainingOthers experienceReceived experienceOwn experiencePractic

28、e Reflection Professional competenceStage 1Stage 2Stage 3Experimental learning cycle(David kolb,1984)ReflectionsExperience 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

29、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 t

30、eachingReflective 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

31、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 studyA case has“a narrati

32、ve,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

33、)Case studyCases can be used to teach Principles or concepts of a theoretical naturePrecedents for practice morals or ethicsStrategies,dispositions,and habits of mindVisions or images of the possible(Shulman,1992:2)Features of CasesThey are typical,memorable events,critical incidents etc.From Shulma

34、n(1992:21)Status as narrativesContextualization in time an place Action researchAimsSolving problemsimproving practiceEnhancing understanding(Nunan,1992b:229)Label of research becauseQuestions,puzzles or problemsData Analysis or interpretation Model of Action ResearchThe Dilemma Space“Relative to other professions,teachers still have to wrestle for status and respect,and while they often are expected to be smart and entrepreneurial,they also are expected to be compliant and conforming.”(Barnett,The Future of the Teaching Profession)