丹东战菊外语教师发展与教学能力提升知信行.ppt

丹东 * 丹东 * What should I know as an English teacher? Knowledge base for pre-service and in-service English teachers (Golombek, 1998; Johnston Goettsch,2000 ) Content knowledge (language, culture) Pedagogical knowledge (possible pedagogical choices, teaching strategies, etc.) Knowledge of students (needs, interest, characteristics, learning styles, etc.) Knowledge of context (colleagues, curriculum, high-stakes testing, etc.) These domains of knowledge overlap and are interrelated. Teachers need to have this multi-dimensional awareness and knowledge as well as the ability to apply this awareness and knowledge to the actual contexts of teaching 丹东 * What are my beliefs? Teacher beliefs affect both the professional development of teachers and their classroom practices. Teachers hold important beliefs in five main areas: beliefs about learners and learning, teaching, subject, learning to teach, self and teaching role. (Calderhead, 1996) Teacher beliefs and teaching practices are related in complicated ways. There might be a gap between teacher beliefs and teaching practice. A teacher can believe in student-centered approach but still teach in a teacher-centered approach. Efforts are needed to raise teachers’ awareness of possible gaps between beliefs and practice so that teachers can make educational changes accordingly. 战菊（2010）大学英语教师的叙事分析：信念及其构建，《中国外语》，第7卷第5期（总第37 期），64-72页。A Narrative Analysis of Chinese EFL College Teachers: Beliefs and Their Construction 丹东 * 教学观： （Freeman,1996） 三种认识: 行为主义：把“教”看作行为和可操作的技艺,可以直接演练、传授和模仿。 认知论：虽然教学表现为话语和活动等行为过程,但教的行为是计划和决策的体现,支配教师计划和决策的是教师的思维过程,认识教学首先要认识教师认知(Woods, 1996) 。 现象解释学：教师的计划与决策,基于他们对特定教学环境和个人经验的理解与解释,受教师个人长期积累的知识和信念支配,并非可以套用的统一原则,从而引发了对教师个人理论的研讨(Zhang, 2004) 。 丹东 *  How do I practice in teaching? Connectedness with the subject Connectedness with your students Connectedness with your colleagues Connectedness with technology 丹东 * Connectedness wit