英语教学法选读43：教师发展的机构视角（续）

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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)

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Burns (1999, p. 209) argues that professional development activities such as action research that are “integrated 整合 into school or organizational change become a powerful way of facilitating school curriculum renewal 促进学校课程更新换代 and ensuring that language teachers retain greater ownership of curriculum implementation. 确保语言教师具备对课程实施的更大自主权”

Joyce (1991) identifies 指出 five dimensions of institutional improvement that teacher development can contribute to:

1. Collegiality 员工合作. Creating a culture through developing cohesive 有凝聚力的 and professional relationships between staff (and the wider community), in which “broad” vision-directed 远见指引的 improvements as well as day-to-day operations are valued

2. Research. Familiarizing staff 使员工熟悉 with research findings on school improvement, teaching effectiveness, and so on, which can support “in-house” development

3. Site-specific information 因地各异的信息. Enabling and encouraging staff to collect and analyze data on students, schools, and effects of change—both as part of a formal evaluation and informally

4. Curriculum initiatives 课程改革. Collaborating 合作 with others to introduce change in their subject areas as well as across the school curriculum

5. Instructional initiatives 教学改革. Enabling staff to develop their teaching skills and strategies through, for example, generic teaching skills, repertoires of teaching methods, and specific teaching styles or approaches

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Credit Question: Which of the five dimensions identified by Joyce (1991) do you think is the most important? Give your reason(s).

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