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ns of Teacher Learning Ecology
Ecology was put forward by American naturalist Thoreau in 1858. As a term,“ecology” (oekologie) was coined in 1866 by German biologist Ernst Haeckel. Theword is derived from “oikos” and “logos” of Greek, the former meaning “household”,“home” or “place to live” while the latter referring to “study”. Therefore, “ecology”means “study of the household of nature” originally. In 1868, Haeckel, in his book“Generelle Morphologie der Organismen”, defined ecology as a science of studyingthe entire relationship between animals and their inorganic environment as well asorganic environment. At present, a common explanation of ecology is: a science ofstudying the relationship between organisms or organic groups with surroundings.Therefore, what ecology focuses on is organism’s behavior and lifestyle along with itsrelationship with surrounding environment.Accordingly, education ecology refers to a science of studying a variety ofeducational phenomena and mutual relations and interactions of numerous educationapproaches such as school, family and society which can exert effective impacts oneducation, and then grasp the discipline of education development, revealing trendand direction of education development in the light of ecological principles, especiallyprinciples of ecosystem, ecological balance and co-evolution. In brief, educationecology is studying rules and mechanisms of interaction between education and itsenvironment (including natural, social, regulatory as well as physiological andpsychological environments).
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2.2 Relevant Researches Abroad and Home
In the field of international teacher education, perspective of teacherdevelopment research is undergoing great changes: with the influence of lifetimeeducation and lifetime learning theory, people start to focus on teachers’ initiative ofdevelopment as individuals in teacher education, thinking that teacher educationshould be lifelong and an actively learning process; attention turned from teachers’training quantity, scope, hierarchy and discipline to teachers’ quality, professionalgrowth and professional development; emphasis shifted from teacher training andteacher education to teacher learning. After emergence of words like “normaleducation”, “teacher training”, “teacher education” and so on, “teacher professionaldevelopment” is becoming a byword of teachers’ growth with a rising voice in recentyears. However, in foreign countries, the public think that the term “development”itself includes a passive meaning while “learning” is more able to reflect teachers’initiative, consciousness, daily quality and immanence of personal growth. Therefore,“teacher learning” becomes a hot research issue following “teacher professionaldevelopment”.
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Chapter Three Methodology.......26
3.1 Research Questions ........26
3.2 Subjects ........26
3.3 Instruments .........27
3.3.1 Questionnaire .........27
3.3.2 Interview ....28
3.3.3 Excel Table.......28
3.4 Data Collection.........29
Chapter Four Results and Discussion ....31
4.1 The Status of Learning Ecology of College English teachers ....31
4.2 Problems of Learning Ecology of College English Teachers.....42
4.2.1 Results of the Research......43
4.2.2 Discussion ........44
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