By Yuhong Jiang
This booklet bargains a accomplished, up to date assessment of the new expert advancements of academics of English within the western zone of China within the context of English language educating reform and instructor schooling reform. It discusses a wealth of theories, frameworks, qualitative case reports and quantitative investigations, whereas additionally protecting a number of key practices which are critical. It equips readers with an in-depth figuring out of the influence of the present curriculum reform at the merchandising of lecturers’ cognition, feelings, attitudes and wisdom in their self-development, in addition to lecturers’ corresponding efforts to replace their academic recommendations, think again their instructor roles, increase their educating talents, and enforce new methods to their specialist development.
It is a invaluable source for an individual pursuing examine during this box in addition to in-service academics, instructor educators and schooling directors. And because it bargains useful support for the capability problems and demanding situations they could stumble upon, it's also a must-read for the coed lecturers of English.
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Extra resources for A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China
For the aim of being a good teacher, teachers persistently and consciously examine their teaching ideas through observation of the classroom language and teaching behaviors of their own or their colleges, and improve their teaching concepts through the reflection on their teaching, so the professional development of English teachers could be realised (Fu 2009). Promoting and Arousing Consciousness of Criticism and Reflection— Teachers’ Professional Development in Reflection American educator Posner proposed that teachers’ growth = experience + reflection.
1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207–226. Glatthorm, A. (1995). Teacher development. In L. W. , p. 41). Oxford: Elsevier Science. References 25 Hao, M. (2007). Analysis on the influential factors of teacher professional development. A. thesis, Shanxi Normal University, Xi’an, China. Hoyle, E. (1974). Professionality, professionalism and control in teaching. London: Educational Review. Hoyle, E. (1980). Professionalization and deprofessionalization in education.
Kemmis, S. (1985). Action research and the politics of reflection. In D. Boud, R. Keogh, & D. ), Reflection: Turning experience into learning. London: Kogan Page. , & Grossman, A. (1998). Effect of minCD on FtsZ ring position and polar septation in polar septation in Bacillus subtilis. Journal of Bacteriology, 180(22), 6048–6051. Little, J. , & McLaughlin, M. W. (1993). Teachers’ work: Individuals, colleagues, and contexts. New York: Teachers College Press. Lu, X. (2002). On teacher’s professionalism.