大学英语写作教学中教师的个人实践知识 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-02-14编辑:lgg点击率:5313
论文字数:38921论文编号:org201702132007092829语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文大学英语写作教学职前教师英语教师
摘要:本文是英语语言学论文,本文希望能为英语教育实践、教师专业发展以及教师培训提供一些启示和意见,以引发各界对英语教师个人实践知识的重视,找到提高大学英语教学质量的新途径。
fter reviewing their autobiography, this study expects to have a general understanding of three pre-service EFL teachers’ previous experience which can have a great influence on their teaching practice and summarize their PPK. Secondly, by analyzing the structured interviews with three teachers which are about teachers’ understandings of writing and teaching English writing, this study expects to have a specific understanding of three pre-service teachers’ PPK about teaching English writing and try to find out the similarities and differences of their PPK about teaching college English writing.
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Chapter Two Literature Review
2.1 Notions of Teachers’ PPK
PPK is first put forward by Connelly and Clandinin (1984) based on Elbaz’s practical knowledge (1981, 1983). Elbaz is the first one to study teachers’ knowledge by means of case study (Liu Xuehui & Shen Jiliang, 2006). Inspired by Elbaz (1981, 1983), Connelly and Clandinin (1984) start the narrative inquiry of teachers’ PPK. They emphasize teachers’ personal statement and explanation to their daily teaching practice and life events, and get to know teachers’ PPK by means of the stories that they construct with the teachers. From then on, more and more researchers began to study teachers’ PPK. The definition of teachers’ PPK is varied because of the researchers’ different understanding of this concept. In the review of previous studies on teachers’ PPK, it can be found that some terms are used almost interchangeably with teacher” PPK, such as teachers’ practical knowledge, teachers’ personal knowledge, teachers’ inner-hidden theory (Liu Xuehui & Shen Jiliang, 2006). Yu Huiping (2011) claims that the practical knowledge of teachers can also be called personal practical knowledge, which is highly determined by individual experiences, personality variables, personal
history, subject matter knowledge, and so on (Verloop, Driel & Meijer, 2001).
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2.2 Studies on Teachers’ PPK
By reviewing the previous studies on teachers’ PPK, it can be found that two aspects of research focus: the nature of PPK and its practical use in teaching. Studies on the nature of teachers’ PPK pay attention to its characteristic, content, category and so on, while studies on its practical use focus on the teaching factors that are related to PPK. Elbaz (1981, 1983) might be pioneer to carry out the studies on the nature of teachers’ knowledge through her study on an experienced English teacher Sarah in a high school. She begins her study of teachers’ practical knowledge in 1976 when great concern is paid to involve teachers in local curriculum development. It is assumed in her study that teachers hold a &n
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