范东生 合肥师范学院2014年10月12日.pptVIP

English Teacher Professionalization 今天的内容这样安排 教师专业发展基本概念 教师发展过程的主要构成要件 学校环境下，教师同伴合作学习发展（两个案例。为什么突出讨论同伴合作？）教师专业化的过程主要发生在教师所在的学校，所在的教学岗位 校本专业化发展问题讨论 教师专业发展基本概念 Teacher Professional Development Teacher development is a term to describe a process of continual intellectual, experiencial, and attitudinal growth of teachers. Dale lange (1990) continued growth before and throughout a career Teacher development must result in better teaching and learning And better student learning 所谓专业化发展就是 教师如何学习，如何学会学习，并把学到的知识转化到培养孩子成长的实践中去。 投入必要的认知努力、投入情感； 要求教师能够不断审视，不断调整、不断提升自己的教育理念。 所有这些都发生在特定的教育政策环境里，或是在一定的学校文化环境里。 英语教师专业发展过程的主要构件 Means that can enhance preofessionalness reflective teaching ( self awareness）(最主要途径。) teaching journal using cases language learning experience action research workplace learning Peer partnership collaboration 其中，基本要素是self awareness Awareness: Being (or becoming) cognizant of something about ourselves. Something previously unknown to oneself becomes known. an Example In one classroom role play exercise, two students are asked to present a dialogue to the whole class: A: “Have you played basket ball?” B: “Yes, I have. I have played basket ball.” A(again): “Have you played basketball?” B: “No, I haven’t. I have not played basketball.” If you were observing this, would you note it down? Or, if you did this, would you rethink it? self reflection The teachers thinking about what happens in classroom lessons, and thinking about alternaltive means of achieving goals or aims. “active, persistant and careful consideration of any belief or practice inlight of the reasons that support it and the further sonsequences to which it leads. (Dewey) 今天的主题 学校环境下，教师同伴合作学习发展 Peer Partnership Collabaration Galbraith等(1995)认为，同伴互助是一种增进归属感与改进教学的专业成长过程。教师通过经验分享，提供反馈、支持与协助的过程来达到熟练旧技巧、学习新技巧、解决教学问题等目标. 组织型 自发型 教师的对话交流 教师之间多项互动、智慧共享的“对话”是“研究共同体”的有效运作机制。 视角交融的结果是教师认知结构的不断改组和重建,从而产生与创造新的知识、新的理念。 教师对话交流的过程实质也是一种学会教学、学会研究