中学英语教师发展研究:现状与措施电子书

总序

引言

致谢

1　INTRODUCTION

1.1　Research Background

1.2　China in the Era of Globalisation

1.3　Features of Teacher Training in China

1.4　Research Questions

2　CHANGE AND DEVELOPMENT

2.1　The Nature of Change and Development

2.2　Changes and Developments of TEFL and TD in China

2.3　Changes and Developments of the English Curriculum in Chinese Middle Schools

2.4　Research Issues: Teacher Change and Teacher Development

3　RESEARCH PARADIGM AND RESEARCH DESIGN

3.1　Introduction

3.2　The Research Paradigm

3.3　The Research Methodology

3.4　The Research Design

4　PRIMARY THEMES OF TEACHERS' KNOWLEDGE/BELIEFS THE FIRST PHASE(A): Inquiry Description

4.1　Introduction

4.2　Inquiring into Teachers Understanding of TEFL

4.3　Main Themes of Chinese English Teachers' Knowledge and Beliefs

5　PRIMARY THEMES OF TEACHERS' KNOWLEDGE/BELIEFS THE FIRST PHASE(B): Issues and Discussions

5.1　Introduction

5.2　Teachers' Views on the Subject of English

5.3　Teachers' Views on Students—Metaphors

5.4　Teachers' Understanding of TEFL in China

5.5　Teachers' Views of Themselves

5.6　Teachers' Practice in Classrooms

5.7　Summary

6　INTERVENING IN TEACHERS' KNOWLEDGE/BELIEFS THE SECOND PHASE(A): Embedded Activities

6.1　Introduction

6.2　In-service Training Activities

6.3　Embedding Research Agenda in Activities

6.4　Summary

7　INTERVENING IN TEACHERS' KNOWLEDGE/BELIEFS THE SECOND PHASE(B): Experiencing, Learning and Reflecting

7.1　Introduction

7.2　Changes Linked to Teachers' Experience

7.3　Real-life Content Promoting Changes in Teahers

7.4　Changes Resulting in Active and Reflective

7.5　Summary

8　CHANGES IN KNOWLEDGE/BELIEFS AND BEHAVIOUR THE THIRD PHASE (A): Research Design and Themes

8.1　Introduction

8.2　Generative Qualitative Research

8.3　Main Themes Drawn from the Data

9　CHANGES IN KNOWLEDGE/BELIEFS AND BEHAVIOUR THE THIRD PHASE (B): Issues and Discussions

9.1　Introduction

9.2　The Position of Knowledge and Perception in Teacher Change

9.3　Teachers Change as Relevant Settings Change

9.4　Teacher Change as a Dynamic Process

9.5　Teachers Change in the Ecology

9.6　Summary

10　IMPLICATIONS FOR TEACHER CHANGE IN CHINA

10.1　Introduction

10.2　Teaching as a Complex Activity

10.3　Teacher Change as a Non-linear Learning Process for Adults

10.4　Teacher Change Rooted in Social Factors

10.5　Reflection on Teacher Education in China

11　CONCLUSION

REFERENCES

INDEX

APPENDICES

Appendix 1: Reflective Activity One—Task 1—9

Appendix 2: Interview Questions (samples based on Task 1—9)

Appendix 3: Reflective Activity Two—Summary Writing

Appendix 4: Observation Notes for Teacher B (in Chapter 5)

Appendix 5: Observational instruments for School Visit

Appendix 6: Descriptions of Teacher A and Teacher B

Appendix 7: Reflective Activity Three—Diary Writing

Appendix 8: Reflective Activity Four—Case Report Writing

Appendix 9: Feedback Form—Phase 2

Appendix 10: Feedback Form—Phase 3

Appendix 11: The Observation Guideline for Teachers