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Chapter 1 Literature Review

1.1 The English teachers’ further Education abroad and in China
1.1.1 English teachers’ further education abroad

近年来，中小学教师继续教育的研究一直是国内外丰富。目前的研究中，可以归纳为以下几个方面。在60年代末，人们习惯叫在职培训的在职培训，其中包括旨在扩大教师的知识，兴趣和技能，以及准备工作，以寻求学位，证书和其他的课程和活动资格后的职前教育。
In recent years, the research on teachers’ further education abroad has been rich. The current study can be summarized as the following aspects. At the end of 1960s, people customarily called the training on-the-job in-service training, which included courses and activities aiming at expanding the teachers’ knowledge, interests and skills, as well as preparations to seek the degrees, certificates and other qualifications after the pre-vocational education. In 1970s, teacher in-service training mainly referred toteachers’ participation in activities related to the professional. Subsequently, some researchersdefined it all organized activities well designed aiming at improving professional work. In1970, the publish of An Introduction to Lifelong Education marked the formation of thelifelong education thought. In 1972, Learning to Be: the World of Education Today andTomorrow, published by the International Commission on the Development of Education,UNESCO (United Nations Educational, Scientific and Cultural Organization) proposed theneed for life-long education. And “Return to Education-for Lifelong Education Strategy”published in 1973, all of these provided framework and theoretical basis for lifelongeducation implementation.In 1980s, the concept of in-service training was questioned. Some researchers thoughtthat it could not correctly reflect the connotation and denotation of the teacher trainingon-the-job, and should be named in-service education. And it was defined by providing acomplete, continuous learning experiences and activities to promote teachers’ professional,academic and personality development.

Subsequently, a compromise concept using incombination of two names called in-service education and training (INSET) was put forward.In 1996, “Learning: the Treasure Within”, the report to UNESCO of the InternationalCommission on Education for the Twenty-first Century, provided by Jaeques Delors, put forward the concept of lifelong education, which not only caused a full range of change ofeducation system and philosophy in the western developed countries, but also promoted therapid development of primary and secondary school teachers’ further education.At present, foreign language teachers’ further education respect more the dominantposition and theory development in practice. The specific performance is in the following twoaspects: on curriculum, the training contents mainly include English language ability training,the teaching method and skill training, designed to improve classroom teaching ability of thetrainees; on model, it is advocated to trainee-centered, designed to help participants form“practice theory (Tsafos, 2009)” process model.
Dubin and Wong (1993) proposed teacher training using the ethnographic method,which requires the training teachers to understand the needs and expectations of the trainedteachers as much as possible. Ethnography research method makes the trainers’ role change,by a single training role to the organizers, implementers, supervisors and evaluators of theentire training process, giving guidance about the problems appearing in the training process,to the 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。