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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:2014-06-19编辑:lgg点击率:4213
论文字数:36100论文编号:org201406191133219334语种:英语 English地区:中国价格:$ 66
摘要:The purpose of this case study is to probe into what the ways in which theexperienced kindergarten EFL teachers embodies their practical knowledge, and whatare the structural features of their practical knowledge, what factors have an impact onthe development of their practical knowledge and how to promote the development ofkindergarten EFL teachers’ practical knowledge. These are the essential concerns in thisthesis.
Chapter 1 Introduction
1.1 Background of the Study
Since the 1980s, teachers’ knowledge has been a hot issue in the field of educationall over the world. Increasing concerns have also been given to teachers’ practicalknowledge which is an essential element of teachers’ knowledge. In this context, ateacher’s personal understanding of curriculum and instruction attracts more attention.A teacher’s standardized and static knowledge used before is under question now withregard to its effect on his/her professional development. It is assumed that there’s barelya linear relationship between educational theory and the improvement of the quality ofteaching in the process. That is to say, educators became aware that theoreticalknowledge was not equal to a teacher’s professional development.Actually, what really exerts an impact on a teacher is not how well he/she knowsabout the educational theories but his/her practical knowledge which is formed andinternalized through teaching practice. At this point, teachers’ practical knowledge doesnot belong to the static field any more, practical knowledge is viewed as dynamic andserves as a base or soil for the construction of new knowledge.At present, little research on kindergarten EFL teachers’ practical knowledge hasbeen launched. Without awareness of his/her practical knowledge a teacher would beunclear about the features of him/herself, and this would further lead to the ineffectiveuse of strategies to promote his/her practical knowledge development. Consequently, ateacher’s ability to develop on his/her own would be limited by his/her internalmotivation of professional development. Barriers to a teacher’s professionaldevelopment have to be broken down in order to improve the efficiency ofkindergartens’ curriculum reform. Therefore, an in-depth study of teachers’ practicalknowledge is indispensable.
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1.2 Research Questions
The purpose of this case study is to probe into what the ways in which theexperienced kindergarten EFL teachers embodies their practical knowledge, and whatare the structural features of their practical knowledge, what factors have an impact onthe development of their practical knowledge and how to promote the development ofkindergarten EFL teachers’ practical knowledge. These are the essential concerns in thisthesis.This study tries to explore on such issues as in which forms kindergarten EFLteachers manifest their practical knowledge, how this knowledge is formed in theircareers, and how this knowledge influences their teaching philosophy and activities. Italso aims to explore effective ways so as to promote the development of kindergartenEFL teachers’ practical knowledge.
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Chapter 2 Previous Research on Teachers’ Practical Knowledge
2.1 Connotation
The connotation of teachers’ practical knowledge is broad and comprehensive;however, there is no unified and recognized definition. Researchers have described theconnotation of teachers’ practical knowledge respectively from different perspectives.Through studying on Sara’s teaching contents, methods, students and environment,Elbaz claims that Sara’s knowledge is not a kind of theoretical one or empiricalproposition, but knowledge of how to carry out teaching, of resolving conflicts, ofcombining her own pur本论文由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。