By Yuhong Jiang
This publication bargains a complete, updated assessment of the new expert advancements of academics of English within the western area of China within the context of English language educating reform and instructor schooling reform. It discusses a wealth of theories, frameworks, qualitative case reviews and quantitative investigations, whereas additionally protecting a number key practices which are integral. It equips readers with an in-depth figuring out of the effect of the present curriculum reform at the merchandising of lecturers’ cognition, feelings, attitudes and know-how in their self-development, in addition to lecturers’ corresponding efforts to replace their academic techniques, think again their instructor roles, increase their educating abilities, and enforce new techniques to their specialist development.
It is a helpful source for someone pursuing learn during this box in addition to in-service academics, instructor educators and schooling directors. And because it bargains useful support for the capability problems and demanding situations they could stumble upon, it's also a must-read for the scholar academics of English.
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Additional resources for A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China
5 The Core Concepts and Theoretical Bases For this research, the ﬁrst problem to be solved is the understanding and cognition of “teachers’ professional development”. To study teachers’ professional development in the western region needs to interpret and analyse the connotation of “teachers’ professional development” ﬁrst. On constantly enriching and improving the connotation of “teachers’ professional development”, the academic circle also has been making explanation for its implementation approaches from different perspectives.
N. Mangieri & C. C. ), Creating powerful thinking in teachers and students. Ft. Worth, TX: Holt, Rinehart and Winston. Berliner, D. C. (1994b). Teacher expertise. In T. Husen & T. N. ). London: Pergamon. Calderhead, J. (1987). Exploring teachers’ thinking. London: Cassel Education. Chen, X. (2003). Practical knowledge: The knowledge base of teachers’ professional development. Peking University Education Review, 1(1), 104–112 Cosh, J. (1999). Peer observation: A reflective model. ELT Journal, 53(1), 22–34.
Professional development is a dynamic learning process. English teachers reflectively analyse their classroom teaching, and share their reflection on teaching belief, teaching value and teaching principles, then make themselves participate in professional development eventually (Richard and Farrell 2005: 35). 5 The Core Concepts and Theoretical Bases 19 by teachers in the pursuit of better teaching effects and being better teachers. However, this kind of pursuit needs teachers to possess certain consciousness and ability of critical reflection on professional development, and to combine the nature of English teaching in China and make Chinas English teaching more in line with the goal and laws of foreign language teaching through critical reflection and constructive criticism.