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锦州市高中英语教师专业发展调查研究 [2]

论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2017-10-27编辑:lgg点击率:6013

论文字数:37485论文编号:org201710131444216638语种:英语 English地区:中国价格:$ 66

关键词:高中英语论文高中英语教师教师专业发展个人因素

摘要:本文是高中英语论文,研究由来自辽宁省锦州市 6 所高级中学 150 名教师参加,研究数据来自调查问卷和访谈。在数据处理方面用 SPSS 软件进行数据分析,最后在此基础上进行分析研究。

n status of students, but also teachers. The new English curriculum standards underlinethat teachers play a leading role in the teaching process, for this reason, teachers’professional development and needs should be taken into consideration.
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Chapter Two Literature Review

In this chapter, some literature on teachers’ professional development are reviewed.Firstly, the connotation of teachers’ professional development (TPD) and English teachers’professional development and the main approaches to teachers’ professional developmentare discussed. Secondly, some relative theories and researches abroad and at home areshowed in order to know teachers’ professional development better.

2.1 Studies on teachers’ professional development
This part presents the definitions of teachers’ professional development and Englishteachers’ professional development and main approaches to teachers’ professionaldevelopment in order to have a better understanding of teachers’ professional development.Since 1960s, Teachers’ professional development has become a new trend. Differentscholars have different definitions. Zhu and Zhou (2007) summarize the concept ofteachers’ professional development from two point of view. One is from the point ofindividual and group; the other is from the point of sociology. Integrating ideas ofapproaches of individual and group, teachers’ professional development can be definedthat through systematically endeavor to change professional practice, professional identityand the teachers’ understanding to schools and students, which emphasizes teachers’individual knowledge, skills and the improvement of teachers’ life quality.As far as Perry (1980) is concerned, teachers’ professional development means thatteachers’ individual growth in professional living, including enhancement of confidence,improvement of skills, renewal and broadening of subject knowledge and reinforcement ofteaching behavior in the classroom.
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2.2 Theoretical Foundation
Teachers’ professional development is not merely someone’s idea or made up bysomeone, which is supposed by some reliable theories. In this part, some theories arereviewed.The thought of lifelong education has a long history. There goes a proverb that life islimited, while knowledge is never-ending. Tao Xingzhi presented that life education goeswith birth and lasts a lifetime. He wrote in the article of Life Education that the start of lifeis learning and the end of the life is graduation. Lifelong learning is not only the basicrequirements of teachers’ professional ethics, but the request of teachers’ professionaldevelopment (Zhang, 2002). Meanwhile, the contents and forms of teaching are notimmutable, teachers need to continuously learn new knowledge and new skills and updateeducational theories to be a lifelong learner. Only in this way, can we keep pace with thetimes and achieve the goal of teaching people and self-worth better.In the 1960s, the lifelong education emerged as an international educational trends. In1965, a speech was delivered about the theory of lifelong education, which proposed thatlifelong education should be achieved on the basis of valuing adult education. As he said,lifelong education is an important part of the recommendations of the reconstruction of theeducation system and its core is life-long learning (Wang, 1996). Lifelong educationmainly be defined as a series of speci论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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