外语教师专业发展ppt课件

Foreignlanguageteachersprofessionaldevelopment,1,Whatisteacherprofessionaldevelopment?,Teacherdevelopmentlooksbeyondinitialtraininganddealswiththeon-goingprofessionaldevelopmentofteachers,particularlyinin-serviceeducationprograms.Thisincludesafocusonteacherself-evaluation,investigationofdifferentdimensionsofteachingbetheteacher,andexaminationoftheteachersapproachtoteaching.-LongmanDictionaryofLanguageTeaching2)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;,16,7)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）,17,Pedagogicalcontentknowledge(Shulman,1987),knowledgeabouthowtoteacheffectively:thetheoriesandskillsthatyouneedindealingwiththesubjects,includingcurriculum,classroomaction,classroommanagement,materialdevelopment,assessment,contextspracticeandacademiccompetencePCKexistsattheintersectionofcontentandpedagogy.,18,Pedagogicalcontentknowledge,“Itrepresentstheblendingofcontentandpedagogyintoanunderstandingofhowparticulartopics,problems,orissuesareorganized,represented,andadaptedtothediverseinterestsandabilitiesoflearners,andpresentedforinstruction”(p.8).“inaword,thewaysofrepresentingandformulatingthesubjectthatmakeitcomprehensibletoothers”(p.9).,19,Pedagogicalcontentknowledge,includesknowingwhatteachingapproachesfitthecontent,andhowelementsofthecontentcanbearrangedforbetterteaching.theoriesofepistemology(认识论）knowledgeofteachingstrategies,knowledgethatmightbeeitherfacilitativeordysfunctionalfortheparticularlearningtaskathand.knowledgeofstudentsincludingtheirstrategies,priorconceptions,theirmisconceptionsaboutaparticulardomainandpotentialmisapplicationsofpriorknowledge.,20,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。,21,教师知识的本质（1）,教师的“默会知识”（tacitknowledge）或“隐性知识”(implicitknowledge)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（explicitknowledge）更多”（Polanyi1957）；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（Schn1983）；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）,22,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”（teachersbeliefs）(WilliamRichards&Nunan1990)；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（Richards1998）。,23,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）,24,Twowaysofprofessionaldevelopment,IndividualdevelopmentWritingteachingjournalCompilingateachingportfolioCollaborativedevelopmentPeerobservationMentoringandcoachingCasestudyTeamteaching(Bailey,etc.2001:11),25,TheJohariWindow(Bailey,etc.2001:25),26,Wallacesmodelsforteacherprofessionaldevelopment(1993),27,Reflectivepracticemodelofprofessionaldevelopment(Wallace,1991),Languagetraining,Othersexperience,Receivedexperience,Ownexperience,Practice,Reflection,Professionalcompetence,Stage1,Stage2,Stage3,28,Experimentallearningcycle(Davidkolb,1984),29,Reflections,Experienceisakeycomponentofteacherdevelopment,initselfitmaybeinsufficientasabasisforteacherdevelopment(Richard&Lockhart,1996:4)Experiencecombineswithreflectionsleadstogrowth.Teacherswhodontbothertoreflectontheirworkareslavestoroutineandareguidedbyimpulse,tradition,andauthority(Dewey,1933)Teacherscanimprovetheirownteachingbyconsciouslyandsystematicallyreflectingontheirteachingexperiences(Farrell,2004,2007),30,Benefitsofreflectiveteaching,Reflectiveteachinghelpsfreetheteachersformimpulseandroutinebehaviors.Reflectiveteachingallowsteacherstoactinadeliberate,intentionalmannerandavoidthe“IdontknowwhatIwilldotoday”syndrome.Reflectiveteachingdistinguishesteachersaseducatedhumanbeingssinceitisoneofthesignsofintelligentaction.Asteachersgainexperienceinacommunityofprofessionaleducators,theyfeeltheneedtogrowbeyondtheinitialstagesofsurvivalintheclassroomtoreconstructtheirownparticulartheoryfromtheirpractice.(Farrell,2013:78),31,Casestudy,Acasehas“anarrative,sstory,ssetofeventsthatunfoldsovertimeinaparticularplace”(Schumlan,1992:21)Acasestartsfromidentificationofaparticularissueandtheninvolvesselectingamethodforcollectinginformationaboutitateachingcaseisreallya“freezeframe”ofaclassroomsituation(Farrell,2013:57),32,Casestudy,CasescanbeusedtoteachPrinciplesorconceptsofatheoreticalnaturePrecedentsforpracticemoralsorethicsStrategies,dispositions,andhabitsofmindVisionsorimagesofthepossible(Shulman,1992:2),33,FeaturesofCases,Theyaretypical,memorableevents,criticalincidentsetc.FromShulman(1992:21)StatusasnarrativesContextualizationintimeanplace,34,Actionresearch,AimsSolvingproblemsimprovingpracticeEnhancingunderstanding(Nunan,1992b:229)LabelofresearchbecauseQuestions,puzzlesorproblemsDataAnalysisorinterpretation,35,ModelofAct