基于项目的中学英语教师培训者专业发展实证研究  

An Empirical Study of a Project-based High School ToTs' Professional Development

作　　者：王勤梅[1] 许俊农[2] 

机构地区：[1]合肥师范学院大学英语教学部,安徽合肥230601 [2]合肥师范学院国际交流与合作处,安徽合肥230601

出　　处：《合肥师范学院学报》2014年第5期21-24,共4页Journal of Hefei Normal University

基　　金：2012中国教育学会外语专业委员会专项资助委托课题(NAFLE0212005);2013校级基础教育改革与发展协调创新中心研究项目"中学英语教师培训者专业发展研究"(2013jcjy06);2014校级科研项目"中学英语教师专业发展研究:中英英语教师培训者发展项目跟踪研究"(2014jcjy10)

摘　　要：创新中学英语教师专业发展模式需从教师培训者的专业发展开始。本研究以参加2012"中英中学英语教师培训者发展项目"中的22名参训教师培训者为研究对象,收集了研究对象在培训不同期间的课堂观察、反思日志和部分教师培训者的访谈录音,以质的研究方法探讨了该群教师培训者的专业发展过程。研究结果显示,这群教师培训者通过9个月的理论和实践学习,学科教学知识掌握能力、团队合作能力和作为培训者的培训能力都有了显著的提高。Innovating the model of English teachers＇ professional development should be started from ToTs＇ professional development. Based on ＂the Sino-British High School Trainers of Teachers （ToTs） Program in 2012＂, the present study explored the professional development process of 22 ToTs of this program with qualitative method. Multiple sources of data were collected including classroom observation, their reflective journals of different periods and some of their interviews. Data analyses showed that the participating ToTs greatly improved their Pedagogical Content Knowledge （PCK）, team-work spirit and their abilities as trainers in this 9-month training program. Within the framework of the sociocultural activity theory, the study explained the factors that influenced their development.

关 键 词：教师培训者 专业发展 实证研究 

分 类 号：G635.1[文化科学—教育学]