全日式英语专业硕士职前专业型发展与专业认同分析 [3]|英语论文网

全日式英语专业硕士职前专业型发展与专业认同分析 [3]

论文作者：www.51lunwen.org论文属性：硕士毕业论文 thesis登出时间：2013-08-08编辑：lgg点击率：3663

论文字数：38200论文编号：org201308081050524681语种：英语 English地区：中国价格：$ 66

摘要：全职Ed.M专业学位最近在中国已经建立，所以有没有成熟的培养计划为Ed.M.因此，Ed.M可能会混淆学生关于如何学习和如何发展成为一个老师

r /> Chapter 5 Major Findings and Implications.......... 67-71
5.1 Major findings ..........67-68
5.2 Implications ..........68-70
5.3 Limitations and further research ..........70-71

Conclusion

As a newly-established degree ， all the sections of Ed.M system can be perfected .For the cultivating plan , each part can be specified ； for the curriculum design ， morepractical courses can be set and some GE courses can be a plus for boarding Ed.Mstudents' knowledge; for the education probation and practice , the evaluation systemmust be implemented strictly ； for the university and high school mentors ， the realpartnership must be established so that they can cooperate to instruct the Ed.Mstudents ； for the arrangement of each section ， education practice can be arranged inadvance so that the students can hunt jobs calmly ； school endurance can be prolonged
For English Ed. M students ， they should enhance their overall abilities in theeducation probation and education practice .Different from education inundergraduate period .they should learn how to reflect themselves and then improvethemselves. Action research is an appropriate method for Ed.M students ， becausethey have abundant time for education practice . This is the advantage of Ed.Mprofessional degree over academic degree . The thesis provides an overall investigation of professional identity of full timeEnglish Ed.M students . And hereby it provides the suggestions for increasing theprofessional identity of full-time Ed.M students .As for Ed.M teachers ， they may geta deeper comprehension of their students and reflect by themselves .As for Ed. Mmanagers ， at the administration level , measures may be adopted to improve the timesetting of each section . As for Ed.M students ,they may broaden their views ，understand themselves deeper and achieve better in the education probation andeducation practice .

References
1Fessler，R.(1985). A model for teacher professional growth and development.In PJ.Burke&R.G.Heideman(eds.).Career-Zong Teacher Education.Sipringfiold, Illin-Ois:Charles C.Thomas.
2Beijaard5D.(1995). Teachers' prior experiences and actual perceptions of professionalIdentity. Teachers and Teaching , 1(2),281-294.
3Belanger, J. (1992). Teacher as researcher: Roles and expectations. An annotatedbibliography. ED 342-751
4Bourdieu,P.( 1989).Social space and symbolic power. Sociological Theory ，7， 14-25.
5Burns，A.(1992). Teacher beliefs and their influence on classroom practice. Prospect7(3), 56-66.
6Clemente,M.(2001).Teachers' attitude within a self-directed learning scheme.System, 2%\) ,11-9\.
7Connelly,F.M.&Clandinin,D.J.(1999). Shaping a professional identity ：Stories ofeducation practice. London,ON: ALthouse Press.
8Copper, L. R. (1990). Teachers as researchers; Attitudes, opinions andperceptions. Paper presented at the Annual Meeting of the AmericanEducational Research Association.
9Boston, MA. ED 322 130CUHK ( 2012,March 5) .Introduction to General Education of CUHKJOnlinewebsite]. Retrieved from ：
10lDay'C., Kingtona,A.,Stobartb G&Sammonsa,R(2006).D/5co^r5