英语教学法选读37：教师发展案例与解读

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

导读：本篇通过一个教师发展的例子（一位美国教师在欧洲从教几年后开始借TEFL证书的帮助进行自我发展）说明了教师发展的多样性。

语言提示：本篇有多个很长的主语，我把其中几个最典型的例子相对应的动词加了粗体红色显示，朋友们看看它们的主语是什么。

------------------------

Vignette

After teaching in Asia for 2 years without any qualifications and no teaching attributes 教学能力 beyond rough reflection 粗略反思 (why didn’t that lesson work?), I did the RSA CTEFLA in England (I’m an American). The course was frustrating 令人沮丧 because so much of what was taught seemed Eurocentric 所教的大部分东西都是欧洲风, with little relevance 不怎么相关 to teaching EFL in Asia. But it gave me tools and reference points for class reflection, and started me off with independent reading. Seven years later, I have begun a master’s course in teaching foreign languages. It was the intervening time, however, that provided my principal (main) opportunities for professional development. I am an active member of several TEFL societies: Attending conference sessions and reading newsletters and journals provides insights into the actions and thoughts of my contemporaries (people living at the same time). I read professional materials regularly, and write book reviews on a monthly basis. Although I sometimes don’t study these as deeply as a graduate student would, the presentation of new ideas and the opportunity to balance them against conference presentations, newsletter articles, and regular chats with my colleagues allow theory and practice to find meaning in my own lesson planning. On the other hand, most of the planned staff development sessions I have attended have been of little relevance to the classroom. I would do better to use this time to reflect more carefully on the lessons of the past week. My aim for the next few months is to get in the habit of keeping a reflective journal 反思日志, and reviewing and analyzing those entries every month or two. Unfortunately, although there have been many papers arguing the merits of reflective journals, there is little to teach how to analyze them. I have more research to do. (Robert Dickey)

------------------------

Reflection

What are your plans for your professional development in the next few years?

What kinds of organized staff-development activities have you found most useful?

As this example illustrates, teachers have different needs at different times during their careers, and the needs of the schools and institutions 机构 in which they work also change over time. The pressure for teachers to update their knowledge in areas such as curriculum trends 课程趋势, second language acquisition research 二语习得研究, composition theory and practice, technology, or assessment is intense 压力集中, and it is the school and the classroom that provide a major source for further professional development.

Although the primary audience addressed is classroom teachers, the kinds of activities discussed here often depend for their success on the active cooperation of program coordinators 项目协调者 and others within the school or institution, and this audience is addressed when (it is) appropriate.

------------------------

如果您是中小学英语教师（包括幼儿园、职校、培训机构老师和英语专业师范生），欢迎您添加微信37081321（武太白 金星人），这里有服务于英语教师的英语学习、教学、教研、图文欣赏、儿童教育小故事等有趣内容，并不定期举办中小学英语教材、教辅、读物（包括电子书）、教学法讲座、示范课相关材料的赠送、分享、抽奖等活动。欢迎您参加！