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How EFL Teachers Grow : An Explorative Study on Teacher learning in Classroom Teaching

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.6 No.3 (2009.09)바로가기
  • 페이지
    pp.109-139
  • 저자
    Wenhua Cheng
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182235

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원문정보

초록

영어
Learning from one’s own teaching experience has been recognized as an effective way of improving teachers’ professional competence. This study proposes an on-site model of teachers’ professional development, that is, a self-directed teacher learning situated in day-to-day classroom teaching. A four-month longitudinal study was conducted to examine what and how two Chinese tertiary EFL teachers learn through classroom teaching. Data analysis shows that the chief changes happened in the participant teachers’ pedagogical knowledge, with the largest growth in general pedagogical knowledge and knowledge of students; changes also occurred in the teaching behaviors of the two teachers. Data also indicates that teachers learn actually at every stage involved in daily teaching, pre-class preparation for a new lesson, inclass delivery of the lesson content, and after-class reflection on their performance. Another important finding of the present study is that teacher learning is affected by such contextual factors as students, curriculum and educational policies.

목차

ABSTRACT
 INTRODUCTION
 LITERATURE REVIEW
  Studies on Teacher Knowledge
  Studies on Teacher Learning
  The Purpose of the Present Study
 RESEARCH DESIGN
  The Participant Teachers
  Data Collection
  Data Analysis
 RESULTS AND DISCUSSIONS
  Question 1: Do The Teachers Learn in Classroom Teaching? if Yes, WHAT do they Learn?
  Question 2: HOW do the Teachers Learn in Classroom Teaching?
  Question 3: What are the CONTEXTUAL FACTORS that Might Facilitate or Constrain this Learning? And How?
  Question 4: What is the SHARED PATTERN of Teacher Learning in Classroom Teaching?
 CONCLUSION
 THE AUTHOR
 REFERENCES

키워드

teacher learning teacher knowledge classroom teaching professional development

저자

  • Wenhua Cheng [ Foreign Languages School of Qingdao Technological University, China ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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