小学英语教师培训的困境与对策:基于TKT培训的个案研究  

Research on TKT-Based Training of Primary School English Teachers:Challenges and Coping Strategies

作　　者：王筱晶 方帆[2] WANG Xiaojing;FANG Fan

机构地区：[1]北京师范大学 [2]汕头大学

出　　处：《基础外语教育》2023年第3期41-48,109,共9页Basic Foreign Language Education

摘　　要：我国基础教育阶段英语教师培训一直是师资培训的重点项目,是我国英语教育发展的重要保障。随着英语教学的不断发展以及学生需求的不断变化,基于学科内容知识和学科教学知识的长期职业培训成为提升教师专业素养的主要手段之一。剑桥英语教学能力考试(TKT)正是基于这两类学科知识的英语教师资格考试。本文围绕北京市某行政区在职小学骨干英语教师和新入职教师参与的TKT培训展开,通过分析10位小学英语教师在培训过程中定期分享的微叙事故事,探究这些教师在培训中面临的主要困境及其应对策略,阐释产生这些困境的原因,并据此为小学英语教师职业培训提出一些建议。In China’s primary education, continuous professional development (CPD) programmes amongEnglish language teachers has always been one of the focuses to guarantee the quality of Englisheducational development. The qualifications for primary English teachers in China are changingcontinuously. Along with this change, in-service teacher training, covering content knowledge (CK)and pedagogical content knowledge (PCK), has become one of the key ways to improve teachers’professional capacity. The Cambridge Teaching Knowledge Test (TKT) is based on testing Englishlanguage teachers’ CK and PCK. The current study is conducted to explore Chinese primary Englishteachers’ difficulties and their coping strategies when taking part in such TKT-based CPD programme.The participants were a group of Chinese primary English teachers from a local district in Beijing. Thedata were collected from ten teachers’ micro-narrative inquiry. The analysis was carried out to identifythe causes of the challenges these teachers encountered and their attempted solutions. At the end, somesuggestions were proposed for the professional development of primary school English teachers.

关 键 词：小学英语教师 TKT培训 教师职业培训 

分 类 号：G623.31[文化科学—教育学]