外语教师专业发展精编版

FOREIGNLANGUAGETEACHERSPROFESSIONALDEVELOPMENTWhatisteacherprofessionaldevelopment?Teacherdevelopmentlooksbeyondinitialtraininganddealswiththeon-goingprofessionaldevelopmentofteachers,particularlyinin-serviceeducationprograms.Thisincludesafocusonteacherself-evaluation,investigationofdifferentdimensionsofteachingbetheteacher,andexaminationoftheteacher’sapproachtoteaching.---LongmanDictionaryofLanguageTeaching&AppliedLinguistics,1992:470)Teacherdevelopmentisatermusedintheliteraturetodescribeaprocessofcontinualintellectual,experiential,andattitudinalgrowthofteachers”,whichallowsfor“continuedgrowthbothbeforeandthroughoutacareer”,and“theintenthereistosuggestthatteacherscontinuetoevolveintheuse,adaptation,andapplicationoftheirartandcraft”.(DaleLange,1990)Whatisaprofession?Anoccupationrequiringadvancededucationandtraining,andinvolvingintellectualskills,asmedicine,law,theology,engineering,teaching,etc.-Webster’sNWDALAprofessionisatypeofjobthatrequiresadvancededucationandtraining.-CollinsCobuildDictionaryProfessionalismisthequalitiesofcompetenceandintegritydemonstratedbythebestpeopleinthefield.-NewburyHouseDictionaryFourCriteriaforaProfessionAdvancededucationandtrainingStandardsofpracticeAnagreedupontheoreticalandempiricalbasisAdvocacyforthelanguageteachingprofession(Baileyetc.,2001:12-16)EthicsCodesofconductandstandardsLegal/administrativeresponsibilitiesPersonalphilosophyofteachingBeingpartofaprofessionallearningcommunitySeekingadviceonhowtoimproveyourteachingPlanningforyourfuturedevelopmentasateacherTobeaprofessionalmeans…ThreekindsofTeachers(JimScrivener,1994)TheExplainerTheInvolverTheEnablerThreekindsofteachersSubjectMatterMethodologyPeopleExplainer√Involver√√Enabler√√√EffectiveteachersEffectiveTeachersPersonalcharacteristicsTeachers’knowledgeTeachers’reflectionandlifelonglearningEffectiveteachingstrategiesResearchesonforeignlanguageteacher’sprofessionalquality研究者专业素养结构提出时间夏纪梅外语教育知识和观念、外语教学能力与研究能力2002朱纯外语知识和技能的能力、组织学生学习和运用外语的能力1994舒白梅对待学生情感和观念的态度、提问的技巧、启发式教学、师生关系2005Richards教学理论（含个人理论与公共理论）；课堂教学与管理的技能；外语交流技能；学科知识（专业知识）；教学推理与决策技能；环境知识1998韩刚学科知识;教学知识；理论知识;实践知识2011Larsen-Freemanheightenedawareness,apositiveattitude,varioustypesofknowledge,thedevelopmentofskills1983Shulman的教师知识框架学科內容知识(ContentKnowledge)一般教学法知识(GeneralPedagogicalKnowledge)学科教学知识(PedagogicalContentKnowledge)課程知识(CurriculumKnowledge)学习者知识(KnowledgeofLearner)教学情境知识(KnowledgeofEducationalContext)教育价值知识(KnowledgeofEducationalValues)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教师知识框架技术知识(TechnologicalKnowledge,TK)、教学法知识(PedagogicalKnowledge,PK)和学科内容知识（ContentKnowledge,CK）三种主要知识形式复杂交叠（Koehler,Mishra,2006)TPACK发展的五个层次（Niess)认知接受适应探索提升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）Pedagogicalcontentknowledge(Shulman,1987)knowledgeabouthowtoteacheffectively:thetheoriesandskillsthatyouneedindealingwiththesubjects,includingcurriculum,classroomaction,classroommanagement,materialdevelopment,assessment,contextspracticeandacademiccompetencePCKexistsattheintersectionofcontentandpedagogy.Pedagogicalcontentknowledge“Itrepresentstheblendingofcontentandpedagogyintoanunderstandingofhowparticulartopics,problems,orissuesareorganized,represented,andadaptedtothediverseinterestsandabilitiesoflearners,andpresentedforinstruction”(p.8).“inaword,thewaysofrepresentingandformulatingthesubjectthatmakeitcomprehensibletoothers”(p.9).Pedagogicalcontentknowledgeincludesknowingwhatteachingapproachesfitthecontent,andhowelementsofthecontentcanbearrangedforbetterteaching.theoriesofepistemology(认识论）knowledgeofteachingstrategies,knowledgethatmightbeeitherfacilitativeordysfunctionalfortheparticularlearningtaskathand.knowledgeofstudentsincludingtheirstrategies,priorconceptions,theirmisconceptionsaboutaparticulardomainandpotentialmisapplicationsofpriorknowledge.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”（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（Schön1983）；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，