By Yuhong Jiang
This booklet deals a accomplished, up to date evaluate of the hot specialist advancements of academics of English within the western zone of China within the context of English language instructing reform and instructor schooling reform. It discusses a wealth of theories, frameworks, qualitative case reports and quantitative investigations, whereas additionally protecting a variety of key practices which are vital. It equips readers with an in-depth knowing of the impression of the present curriculum reform at the advertising of lecturers’ cognition, feelings, attitudes and wisdom in their self-development, in addition to lecturers’ corresponding efforts to replace their academic techniques, think again their instructor roles, increase their educating talents, and enforce new ways to their expert development.
It is a worthy source for somebody pursuing study during this box in addition to in-service lecturers, instructor educators and schooling directors. And because it deals useful aid for the aptitude problems and demanding situations they may stumble upon, it's also a must-read for the coed academics of English.
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Extra info for A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China
Actually, they can bring out the best in each other. To promote the quality of teachers’ professional service and enhance teachers’ professional knowledge and skills is the main approach. However, more channels to different aspects of the professional development of teachers still need to be sought. 5 The Core Concepts and Theoretical Bases 13 process of promoting teachers’ professional growth. As a process of professional development, teachers’ professional development is a process with multi-facets and multi-levels.
The results of this research can also solve effectively the existing problems in foreign language teaching and promote the sustainable development of foreign language teachers. This research has sought for multidisciplinary theoretical support, using interdisciplinary research method and theories of constructionism, pedagogy, linguistics, cognitive science, sociology and disciplinary education. And with the objective positivism method and phenomenological research paradigm, this research, on the basis of a combination of empirical investigations and qualitative and quantitative analyses, has made in-depth studies on the content and model of the professional development of foreign language teachers, indicating the mechanism for the change from experiential teachers to research-oriented teachers and constructing a new research perspective for the professional development of foreign language teachers, which shows that this research not only has made theoretical innovation, but also is of great application value.
The learning methods include self-learning, cooperative learning, peer coaching, mentoring learning, professional leading, freedom forum or centralized learning, and survey and study, among which self-learning is the main method. Furthermore, teachers can also learn through action research, communities, reflection and classroom. Teachers and the Community of Practice—Teachers’ Professional Development in Cooperation The community of practice refers to the teachers’ organization that could provide teachers and teacher groups with a good development environment and conditions, with the shared vision of promoting teachers’ professional development, on the premise of teachers’ voluntary participation, and with the core concept of openness, dialogue and development.