教师发展课程大纲

课程编号：

课程名称：教师发展

课程类别：选修课

学分：2

预修课程：无

教学目的和要求：

本课程旨在介绍当今教师发展的学科发展和现状，包括其针对于、不同于传统的教师培训的以人为本的帮助在职教师进行全方位提升的主要理论，研究成果，和具体操作方法。让学生掌握体验式、反省式学习，在合作中任务中学习，发现和肯定个性领导风格，掌握支持性同行听课与人本主义反馈，以及日常课堂管理技术，和行动研究能力。成为更加自信的，善于反思，善于通过合作协商动手解决实际问题的专业人士。成为我国教育改革所需要的中坚骨干。

使用教材：

Edge. J., & Richards, K. (Eds.). (1995). Teachers Develop, Teachers Research: Papers on Classroom Research and Teacher Development. Oxford: Heinemann.

Richards, J., & Nunan, D. (Eds.). (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.

内容简介：

课程的主要内容包括：

教师发展与教师培训的区别与原则，体验式教学，反思性循环，教学笔记，微型教学，人本主义的同行听课同行反馈，个性化与自我独立的教师领导方式，合作性教学，行动性研究，课堂管理技术与要领，中国社会心理语境下的教育改革教师的发展。

参考书目：

Allwright, D., & Bailey, K. (1991). Focus on the Language Classroom. Cambridge: Cambridge University Press.

Bailey, K., & Nunan, D. (Eds.). (1996). V oices from the Language Classroom: Qualitative Research in Second Language Education. Cambridge: Cambridge University Press.

Cohen, L., & Manion, L. (1989). Research Methods in Education. London: Routledge.

Gilroy, P., & Smith, M. (Eds.). (1993). International Analysis of Teacher Education. Abingdon, Oxfordshire: Carfax Publishing Company.

Hargreaves, A., & Woods, P. (Eds.). (1984). Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press.

Nunan, D. (Ed.). (1992). Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press.

Ouyang, H. H. (2004). Remaking of Faces and Communities of Practices. Beijing: Peking University Press.

Popkewitz, T. S. (1992). Houston, W. R. et al. (Eds.). Handbook of Research on Teacher Education. [Review of Handbook of Research on Teacher Education]. Journal of Teacher Education, 43(1), 63-75.

Walsh, C. (Ed.). (1996). Educational Reform and Social Change: Multicultural V oices, Struggles,

and Visions. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-making, and Classroom Practice. Cambridge: Cambridge University Press.

考核方式：

课堂讨论：20%；微型教学与同行评估表现：40%；期末小型行动研究论文：40%

Course Code:

Course Title: Teacher Development

Pre-course requirements: Nil

Objectives:

This course provides a most update knowledge of the state of arts in the field of teacher development in English as second language education, cf. the traditional teacher training. It aims to enable the in-service teacher participants to this course to become the best professionals that are required for the national curriculum reform in today’s China. Specifically the course will be conducted with the philosophies of humanistic approach, experiential and reflective learning, teacher research and teacher develop, and collaborative learning. It will organize a series of activities and tasks such as micro teaching, peer feedback, action research, to facilitate the participants to become more self assertive, more reflective, capable of problem solving, and research oriented individuals.

Course Books:

Edge. J., & Richards, K. (Eds.). (1995). Teachers Develop, Teachers Research: Papers on Classroom Research and Teacher Development. Oxford: Heinemann.

Richards, J., & Nunan, D. (Eds.). (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.

Course Contents:

Principles of teacher development in contrast to those of teacher training, humanistic approach of education, experiential learning, reflective cycles of learning, collaborative learning, individualized learning and autonomy, teacher leadership styles, micro teaching, observee-centred listening and feedback, classroom management skills and tacit, action research, journal writing, and innovation in the curriculum reform in Chinese socio-political contexts.

References:

Allwright, D., & Bailey, K. (1991). Focus on the Language Classroom. Cambridge: Cambridge University Press.

Bailey, K., & Nunan, D. (Eds.). (1996). V oices from the Language Classroom: Qualitative Research in Second Language Education. Cambridge: Cambridge University Press.

Cohen, L., & Manion, L. (1989). Research Methods in Education. London: Routledge.

Gilroy, P., & Smith, M. (Eds.). (1993). International Analysis of Teacher Education. Abingdon, Oxfordshire: Carfax Publishing Company.

Hargreaves, A., & Woods, P. (Eds.). (1984). Classrooms and Staffrooms: The Sociology of

Teachers and Teaching. Milton Keynes: Open University Press.

Nunan, D. (Ed.). (1992). Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press.

Ouyang, H. H. (2004). Remaking of Faces and Communities of Practices. Beijing: Peking University Press.

Popkewitz, T. S. (1992). Houston, W. R. et al. (Eds.). Handbook of Research on Teacher Education. [Review of Handbook of Research on Teacher Education]. Journal of Teacher Education, 43(1), 63-75.

Walsh, C. (Ed.). (1996). Educational Reform and Social Change: Multicultural Voices, Struggles, and Visions. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-making, and Classroom Practice. Cambridge: Cambridge University Press.

Assessment:

Class discussion 20%; micro teaching and peer feedback performance 40%, small scale action research report 40%