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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-06编辑:lgg点击率:3240
论文字数:36420论文编号:org201406061334055540语种:英语 English地区:中国价格:$ 66
摘要:The personal dimension was built by Connelly and Clandinin (1985), who describeteachers‘ personal practical knowledge as experiential, embodied, and reconstructed outof the narratives of a user‘s life‘.
Conclusion
To conclude, the construction pattern of effective teachers‘ personal practicalknowledge consists of two aspects: self-construction and interactive construction. In theconstruction process, there exist many facilitating factors which are mainly divided intointernal factors and external factors. The internal factors facilitating effective collegeEnglish teachers‘ professional growth include: a surge of affection on teacher vocation,sense of self-development, and personalities of teachers. The external factors include:positive teaching context; the guidance of expert teachers and parents; experience ofstudying abroad and attending academic conferences, as well as the socio-cultural context.It is found that, effective teachers regard the internal factors as the most importantinfluential factors in the present study. Internal factors like ―affection on teacher vocation and ―sense of self-development have been considered as the original driving force thatpromotes teachers‘ professional development. It is the two internal factors that haveplayed a fundamental role in the process of teachers‘professional growth, and the externalfactors only have the formative and stimulating functions.The inner motivation is like the driving force to push teachers moving forward. Theexpert teacher and the experienced teacher in the present study have both showed a strongdesire for self-development in teaching as well as in research. This kind of positive innermotivation promotes them to conduct practical reflection continuously and learn from theprocess of dealing with challenges and solving problems.
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Reference (omitted)