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以实践共同体模式指导教师专业发展 一项对中国外语教师的个案研究 a case study of EFL teachers in China【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

以实践共同体模式指导教师专业发展 一项对中国外语教师的个案研究 a case study of EFL teachers in China
  • 王平著 著
  • 出版社： 上海：上海外语教育出版社
  • ISBN：9787544631136
  • 出版时间：2013
  • 标注页数：242页
  • 文件大小：97MB
  • 文件页数：257页
  • 主题词：外语教学－师资培养－研究－中国

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图书目录

Chapter 1 Introduction1

1.0 Introduction1

1.1 English language teaching in tertiary education2

1.2 Statement of the problem6

1.3 Purpose of the study7

1.4 Significance of the study8

1.5 Overview of the thesis8

Chapter 2 Teacher Transformative Learning11

2.0 Introduction11

2.1 Teacher transformative learning11

2.2 Professional development models for teacher learning27

2.3 Communities of Practice(CoP)35

2.4 A proposed model of PD using a CoP framework42

2.5 Aim and research questions46

2.6 Summary47

Chapter 3 Methodology48

3.0 Introduction48

3.1 Research questions48

3.2 Research design49

3.3 Research site51

3.4 Data collection instruments53

3.5 Data collection procedures57

3.6 Data analyses60

3.7 Summary63

Chapter 4 Teachers'Perceptions of Professional Development and the Design of the PD Program65

4.0 Introduction65

4.1 Teacher PD Questionnaire66

4.2 Preliminary interviews of participants in the case study77

4.3 The design of the PD program89

4.4 Summary93

Chapter 5 Entering the Community:Teachers'Prior Experience,Knowledge,and Skills95

5.0 Introduction95

5.1 The participants96

5.2 Entering the community101

5.3 Summary109

Chapter 6 Processes of Transformative Learning111

6.0 Introduction111

6.1 Reflection to support change112

6.2 Social interaction to support change126

6.3 Negotiating meaning between old and new ideas132

6.4 Towards transformative learning144

6.5 Using reflective journals and blogs to sustain learning151

6.6 Refining and extending the model156

6.7 Summary159

Chapter 7 Transformative Learning in Action:Yang's Story160

7.0 Introduction160

7.1 Yang's story161

7.2 Summary180

Chapter 8 Discussion and Conclusions181

8.0 Introduction181

8.1 Summary of major findings181

8.2 Limitations of this study193

8.3 Implications for further research193

8.4 Implications for practice194

8.5 Conclusion195

Bibliography197

Appendix A Information Letters and Consent Forms212

Appendix B Teacher Professional Development Questionnaire217

Appendix C Preliminary Interview Schedule221

Appendix D Post-PD Interview Schedule222

Appendix E Tele-interview Questions223

Appendix F Sample Reflective Journals225

Appendix G General Coding Scheme226

Appendix H Modules for Teacher Professional Development233

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