行动学习视角下外语教师实践性知识构建研究  

On Foreign Language Teachers’Practical Knowledge Construction from the Perspective of Action Learning

作　　者：王栋[1] 常留英[1] 

机构地区：[1]江苏科技大学外国语学院,江苏镇江212003

出　　处：《宁波大学学报（教育科学版）》2011年第6期64-67,共4页Journal of Ningbo University(Educational Science Edition)

基　　金：江苏省教育科学"十一五"规划重点课题(Y-a/200903);江苏省高等教育教改研究课题(2011JSJG474)

摘　　要：参考Elbaz提出的教师实践性知识分析框架,以两位高校英语教师为个案,从行动学习的视角探究高校外语教师实践性知识的构建途径,以期为高校外语教师教育与专业发展提供相关启示。This paper,referring to Elbaz’s analysis framework of teachers’ practical knowledge,discusses the construction of college foreign language teachers’ practical knowledge through a case study of two college English teachers from the perspective action learning,in an attempt to provide references to college foreign languages teachers’ education and professional development.

关 键 词：外语教师 实践性知识 行动学习 教师专业发展 

分 类 号：G451[文化科学—教育学]