摘要:本文是英语语法论文,本研究采取了质的研究取向,以多案例个案研究为主要研究方法,主要通过课堂观察,辅以正式和非正式访谈、刺激回忆等数据收集方式,探索了两名初中英语实习教师的语法教学 PCK。
ut both at home and abroad by adopting the frameworks from previous researchers in general education, like Shulman (1986a), Grossman (1990), Cochran, De Ruiter, & King (1993),Hashweh (2005) and so on. However, few of the research have talked about the components of language teachers’ PCK for specific teaching aspect, like listening, speaking, reading and writing. Therefore, the present
thesis intends to explore the components of pre-service junior high school English teachers’ PCK for grammar instruction and how their PCK come into being. First and foremost, the present paper aims to explore and analyze the components of pre-service EFL teachers’ PCK for grammar instruction, and to come up with a newly designed analytic framework for the categorization of pre-service EFL teachers’ PCK for grammar instruction based on Grossman’s analytic framework and Andrews’s work for L2 teaching with a special emphasis on “teacher language awareness (TLA)”. Besides, this paper will explore how pre-service EFL teachers’ PCK is realized in junior middle school grammar instruction. Furthermore, this paper also attempts to investigate the factors that impact on the construction and development of pre-service EFL teachers’ PCK for grammar instruction.
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Chapter Two Literature Review
2.1 Core Concepts in this Study
Before later half of 1960s, educational research mainly focused on the exploration of teacher behavior. However, with the development in cognitive psychology in 1970s, researchers began to turn to teacher cognition, and they found teacher decision was the bridge that associated teachers’ mind and behaviors. Teacher knowledge, as one of the influential factors that impact on teacher decision, has come to the spotlight of teacher research, and has become one of the most important research issues of teacher professionalism. In the 1980s’ movement of teacher professionalization in west countries, the issue that what knowledge base teachers should have was proposed. The leader of American Educational Research Association, (shortened as AERA), L. S. Shulman (1986a), put forward seven kinds of knowledge, namely, content knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of educational context and knowledge of educational aims, purposes, values, and their philosophical and historical grounds. Unlike Shulman, some researchers like Connelly and Clandinin (1986), emphasized the practical nature of teacher knowledge, proposing “teachers’ personal practical knowledge”. Therefore, teacher knowledge, on the one hand, has its theoretical feature, while on
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