英语教学法选读38：英语教师发展案例与解读2
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案例（一位英语教师在柬埔寨借助BA TEFL证书及兼职工作进行自我发展）说明了教师发展的多样性。
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Vignette
I did my BA TEFL degree in Cambodia, and taught part-time at a private institute while I was studying. After I graduated, I got a job teaching at the university and I have been teaching there now for 2 years. My part-time job was the starting point of my development as a teacher and enabled me to make connections between my university course and the classroom. Before I started teaching at the university, I worked for 2 months with some of the senior lecturers and subject coordinators 课程统筹处 to familiarize myself 使自己熟悉 with the tasks I would have to carry out. Since I have been teaching at the university, I have also tried to observe other teachers and learn from them. I have also taken a computer-training course. A highlight for me was attending my first international conference, held in Phnom Penh 金边（柬埔寨首都）. Now I think I appreciate the importance of research for any professional development. Staff-development activities in my department (mostly in the form of a discussion guided by a more experienced senior lecturer) have also been very useful. I also organize a speaking club for our students, which has taught me the importance of extracurricular activities 课外活动 in language learning. My main challenges at present are caused by having to teach large classes and the shortage of up-to-date books and resources in our library. I hope I will have the chance for further training in the future.
Chan Virak
Reflection
How much collaboration is there among teachers in your institution?
What forms does it take?
What are some of the problems language teachers face in the first years of teaching?
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积分问题：What is the subject of the bold verb in red in the text?
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