教师教育与专业发展-21世纪英语

教师教育与专业发展
教师教育与专业发展

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?快来大会一睹为快吧!

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Teacher identity of non-native students in English teacher education

Jiang Yizhe (姜一哲), Ohio State University, US

 

Teacher identity plays an essential role in teaching expertise and has amassed a relatively large, rapidly growing body of research. For English teachers, identity is strongly relevant to their linguistic backgrounds and competencies. This poses hurdles for non-native English speakers as they may face distrust and discrimination from education settings or society compared to their native counterparts. The presenter conducted a research synthesis on 16 empirical studies published in peer-reviewed journals over the last ten years (2011-2020), comprehensively reviewing the teacher identity developed through TESOL programs in undergraduate and graduate levels of various countries. This presentation will begin with background information on native and non-native English teachers in job markets, language-related identity, and teacher education programs, followed by findings from systematically synthesizing these empirical studies. Based on the analysis of these primary sources, the presenter will talk about the implications for non-native English teachers and English teacher education programs, highlighting the importance of courses designed with materials from various cultural and linguistic backgrounds and the support from non-native language teacher communities worldwide.

 

Jiang Yizhe is a doctoral student from the Ohio State University majoring in second, foreign, and multilingual education. Her research focuses on English teacher identity, English academic writing, bilingual education, and heritage language maintenance.


Exploring the nature and characteristics of professional learning communities in Chinese higher education

Chen Kun (陈鲲), Ohio State University, US

Wu Zhaoli (吴兆丽), Shandong Women’s University, Shandong

 

Professional learning communities (PLCs) have been considered as one of the most popular and widespread structures in the development of teacher professional collaboration. This study aimed to explore the nature and characteristics of PLCs in Chinese Universities by comparatively reviewing higher education PLC literature in the United States and China. The findings indicate that most studies on PLCs in the US are at the K-12 education level, but many do not focus on higher education. Meanwhile, scholars studying PLCs in China focused more on higher education (occupying about two-thirds of resources). Moreover, the purpose of building PLCs in the US and China are different. These issues were discussed by analyzing the theoretical connotation and characteristics of the PLCs in western studies, illustrating social and cultural features in the context of Chinese education, and presenting practical implications for effective implementation of PLCs in Chinese universities.

 

Chen Kun is an instructor in the Foreign Language Department of Shandong Women’s University and is a current doctoral student studying foreign, second, and multilingual language education at Ohio State University, US. Her research interests lie in teacher education, multimodal literacy, and translingualism.

 

Wu Zhaoli is an instructor in the Foreign Language Department of Shandong Women’s University, Shandong province, China. Her research interests lie in teacher education and literacy education.


From tracing toward assessing: Explore the development of pre-service English teachers’ pedagogical content knowledge

Li Shuo (李硕), Northeast Normal University, Heilongjiang

 

This study was conducted to trace and assess four pre-service English teachers’ pedagogical content knowledge (PCK) development throughout a teacher education program. Drawing upon PCK theories and research, this study conceptualized PCK as curriculum knowledge, familiarity with learners, instructional strategies awareness, and assessment knowledge. To trace the participants’ PCK changes, data was collected using content representation, classroom observation, and interviews. It was then quantitated using a PCK scoring rubric as a measure of the teachers’ PCK level. Researchers then took the scores of four pre-service teachers and compared them across different phases of the program. The analysis revealed that the four pre-service English teachers’ PCK fluctuated in all components, specifically knowledge of instructional strategies (KOI) and knowledge of learners (KOL) were positively influenced throughout the program, while knowledge of curriculum (KOC) and knowledge of assessment (KOA) showed slight growth compared to data from the initial baseline. Future research should further examine such issues in teacher education.

 

Li Shuo is a PhD student at Northeast Normal University, Heilongjiang, China.


Observation and analysis on the act of specific praise employed by senior high school teachers in English class

Yan Lingjun (严玲均), Zhejiang Normal University, Zhejiang

 

This paper adopts classroom observation and conversation analysis methods to analyze the distribution characteristics of senior high school English teachers' specific praise and the influence on students' English learning. Based on the statistics, observation and analysis of the distribution characteristics of teachers' specific praise and the influence of different attribution orientations on students' English learning, the research finds that improving the frequency of using specific praise, strengthening the affirmation of students' efforts, the praise of students' language ability and the appreciation of students' thinking ability will positively impact students' English learning.

 

Yan Lingjun holds an MEd from Zhejiang Normal University. Her research interest is English teaching.


A study on EMI teacher identity in higher education institutions

Li Yangqian (李阳茜), Chongqing University, Chongqing

 

Drawing upon sociocultural theory, a framework of four dimensions and eight factors is established. By adopting quantitative and qualitative methods, this study received questionnaires from 42 EMI teachers in S-university and adopted a purposive sampling to conduct semi-structured interviews with five of them, in addition to observing six courses, to answer the following questions: 1) what is the status quo of EMI teachers’ identity in a Chinese university? Is there any difference in gender and age of EMI teachers’ identity? 2) what are the core influencing factors of EMI teachers' identity from the perspective of sociocultural theory? The results indicate that 1) the overall EMI teacher identity is above the medium level; 2) from the perspective of sociocultural theory, the influencing factors of EMI teachers’ identity can be divided into three levels: social factors, school factors and individual factors. The study led to implications by which EMI teachers’ identity could be improved in the aforementioned three aspects.

 

Li Yangqian is a postgraduate student at Chongqing University, Chongqing, China.


Cultivation of English teachers’ competence in text interpretation: a case study of Guopei Training Program

Wu Xiaochun (吴晓纯), Yangtze University, Hubei

Xie Jiacheng (谢家成), Yangtze University, Hubei

 

This research aims to explore what impacts a training program of text interpretation in Guopei (a National Cultivation Plan in China) had on English teachers’ awareness and competence of text interpretation, and what difficulties the trainees still face after the training program. The study uses findings gathered by analyzing the teaching designs of 100 primary school English training teachers in a Guopei Program as part of their training, as well as information from a questionnaire and sample interview of trainees. The analysis of the teaching design is mainly based on the framework originally proposed by Wang Qiang and further modified from the Core Competence of English Discipline, including theme, content, discourse, language, pragmatics, culture, and level of visualization. The questionnaire and interviews were used to take a comprehensive and in-depth look at what aspects in the training program influenced the trainees’ awareness and competence of text interpretation, and what difficulties they still encounter in text interpretation.

 

Wu Xiaochun is a postgraduate of Yangtze University, Hubei province.

Xie Jiacheng is a professor of School of Froeign Studies in Yangtze University, Hubei province, China.

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