英语教学法选读35：教师培训的定义
本文转载自《Professional Development for Language Teachers-Strategies for Teacher Learning(2005)》，作者
Jack C. Richards (SEAMEO Regional Language Centre)
Thomas S. C. Farrell (Brock University)
注释：武太白
提示：文末有问题，敬请关注，欢迎回答！
Teacher training
Two broad kinds of goals within the scope of teacher education are often identified (made sure), training and development. Training refers to activities directly focused on a teacher’s present responsibilities and is typically aimed at short-term and immediate (coming very soon) goals. Often it is seen as preparation for induction (procedure or ceremony for introducing someone to a new job) into a first teaching position or as preparation to take on a new teaching assignment or responsibility. Training involves understanding basic concepts and principles as a prerequisite (necessary condition) for applying them to teaching and the ability to demonstrate principles and practices in the classroom. Teacher training also involves trying out new strategies in the classroom, usually with supervision, and monitoring and getting feedback from others on one’s practice. The content of training is usually determined by experts and is often available in standard training formats or through prescriptions (directions) in methodology books. The following are examples of goals from a training perspective:
Learning how to use effective strategies to open a lesson
Adapting the textbook to match the class
Learning how to use group activities in a lesson Using effective questioning techniques
Using classroom aids and resources (e.g., video)
An example of a large-scale training initiative (effort) was a recent 60-hour inservice training program on text-based approaches to the teaching of grammar in Singapore schools, which was a mandatory (must) course for all teachers of English in Singapore secondary schools. The content of the course was developed by an outside provider, the University of Cambridge Local Examinations Syndicate (UCLES) in conjunction (hand in hand) with the Singapore Ministry of Education, and the training sessions were run by three educational institutions over a period of 24 months. In this case, the training was provided to help with the implementation of a new English language curriculum, one that seeks to link the teaching of grammar to the analysis of texts.
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