Professional development through cops:a case study of EFL teachers in China
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作 者：王平著
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ISBN：9787544631136
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简介
《以实践共同体模式指导教师专业发展（一项对中国外语教师的个案研究）》在调查高校英语教师对于专业发展项目的需求的基础上，创建了“实践共同体框架指导下的促教师转化学习的专业发展模式”，并探讨教师在参与相关专业发展项目的过程中如何实现转化学习。所涉个案分析采用了定性和定量研究相结合的方法，并通过访谈、调查问卷、小组会议、博客、邮件等多渠道收集数据，真实可信，具有很大的参考价值和可操作性。但由于教师发展模式的实践过程远比预期设想的要复杂，该模式需结合不同的教学实际做进一步完善。
《以实践共同体模式指导教师专业发展（一项对中国外语教师的个案研究）》由王平编著。
目录
Chapter 1 Introduction
1.0 Introduction
1.1 English language teaching in tertiary education
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Significance of the study
1.5 Overview of the thesis
Chapter 2 Teacher Transformative Learning
2.0 Introduction
2.1 Teacher transformative learning
2.2 Professional development models for teacher learning
2.3 Communities of Practice （COP）
2.4 A proposed model of PD using a CoP framework
2.5 Aim and research questions
2.6 Summary
Chapter 3 Methodology
3.0 Introduction
3.1 Research questions
3.2 Research design
3.3 Research site
3.4 Data collection instruments
3.5 Data collection procedures
3.6 Data analyses
3.7 Summary
Chapter 4 Teachers' Perceptions of Professional Development and the Design of the PD Program
4.0 Introduction
4.1 Teacher PD Questionnaire
4.2 Preliminary interviews of participants in the case study
4.3 The design of the PD program
4.4 Summary
Chapter 5 Entering the Community： Teachers' Prior Experience， Knowledge， and Skills
5.0 introduction
5.1 The participants
5.2 Entering the community
5.3 Summary
Chapter 6 Processes of Transformative Learning
6.0 Introduction
6.1 Reflection to support change
6.2 Social interaction to support change
6.3 Negotiating meaning between old and new ideas
6.4 Towards transformative learning
6.5 Using reflective joumals and blogs to sustain leaming
6.6 Refining and extending the model
6.7 Summary
Chapter 7 Transformative Learning in Action： Yang's Story
7.0 Introduction
7.1 Yang's story
7.2 Summary
Chapter 8 Discussion and Conclusions
8.0 Introduction
8.1 Summary of major findings
8.2 Limitations of this study
8.3 Implications for further research
8.4 Implications for practice
8.5 Conclusion
Bibliography
Appendix A Information Letters and Consent Forms
Appendix B Teacher Professional Development Questionnaire
Appendix C Preliminary Interview Schedule
Appendix D Post-PD Interview Schedule
Appendix E Tele-interview Questions
Appendix F Sample Reflective Journals
Appendix G General Coding Scheme
Appendix H Modules for Teacher Professional Development
1.0 Introduction
1.1 English language teaching in tertiary education
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Significance of the study
1.5 Overview of the thesis
Chapter 2 Teacher Transformative Learning
2.0 Introduction
2.1 Teacher transformative learning
2.2 Professional development models for teacher learning
2.3 Communities of Practice （COP）
2.4 A proposed model of PD using a CoP framework
2.5 Aim and research questions
2.6 Summary
Chapter 3 Methodology
3.0 Introduction
3.1 Research questions
3.2 Research design
3.3 Research site
3.4 Data collection instruments
3.5 Data collection procedures
3.6 Data analyses
3.7 Summary
Chapter 4 Teachers' Perceptions of Professional Development and the Design of the PD Program
4.0 Introduction
4.1 Teacher PD Questionnaire
4.2 Preliminary interviews of participants in the case study
4.3 The design of the PD program
4.4 Summary
Chapter 5 Entering the Community： Teachers' Prior Experience， Knowledge， and Skills
5.0 introduction
5.1 The participants
5.2 Entering the community
5.3 Summary
Chapter 6 Processes of Transformative Learning
6.0 Introduction
6.1 Reflection to support change
6.2 Social interaction to support change
6.3 Negotiating meaning between old and new ideas
6.4 Towards transformative learning
6.5 Using reflective joumals and blogs to sustain leaming
6.6 Refining and extending the model
6.7 Summary
Chapter 7 Transformative Learning in Action： Yang's Story
7.0 Introduction
7.1 Yang's story
7.2 Summary
Chapter 8 Discussion and Conclusions
8.0 Introduction
8.1 Summary of major findings
8.2 Limitations of this study
8.3 Implications for further research
8.4 Implications for practice
8.5 Conclusion
Bibliography
Appendix A Information Letters and Consent Forms
Appendix B Teacher Professional Development Questionnaire
Appendix C Preliminary Interview Schedule
Appendix D Post-PD Interview Schedule
Appendix E Tele-interview Questions
Appendix F Sample Reflective Journals
Appendix G General Coding Scheme
Appendix H Modules for Teacher Professional Development
Professional development through cops:a case study of EFL teachers in China
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