英语教师能力提升方案-2019年文档

英语教师能力提升 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 -2019年文档英语教师能力提升方案ASchemeforEnglishTeachers'ProfessionalDevelopment--InaspecificcontextinahighschoolofChina1.IntroductionProfessionaldevelopmentisaboutbecomingthebestkindofteacheronecanbe(Underhill,1986).Itisacontinuousimprovementthroughoutthewholeofone'steachingcareer.ThepurposeofthisassignmentistoconsidertheoptionsforprovidingprofessionaldevelopmentofEnglishteachersinaninstitutionalcontext,oneofthebesthighschoolsinJilinprovinceofChina.Thisassignmentisdividedintofourparts.Thefirstpartdefinesteachers'professionaldevelopmentandhowdevelopmentcomesabout.ThesecondpartprovidesabriefdescriptionofthecontextIworkedinandamrelatingtheassignmentto.Thefollowingpartoutlinesthetheoreticalbasisofpeerobservationandtheimportanceofsuchanobservationscheme.Thefinalpartdiscusseshowtoimplementtheschemeandconsidersthescheme'slimitation.2.Professionaldevelopment2.1DefinitionsofteacherdevelopmentTeacherdevelopmenthasseveralmeanings.Forexample,Underhilldefinesitisacontinuousprocessoftransforminghumanpotentialintohumanperformance,aprocessthatisneverfinished(1986).Inotherwords,itisacontinualimprovementprocessthroughoutthewholeteachingcareerofteachers.Teachertrainingequipsnewteacherswiththeskillsandknowledgetoteachsuccessfully(Penny,1996).Generally,thenewteacherswillbefullypreparedinplanningandpreparation,settinglearningobjectives,assessment,etc.Unliketeachertraining,whichisashort/compulsoryprocessaddressingbothknowledgeandskills(Head&Taylor,1997),teacherdevelopmentdrawsonindividualteacher'sowninnerresourcefordevelopment.Itisadesirestimulatinganindividualteacherforhis/herprofessionaldevelopment.Itismotivatedbyteachers'ownquestioningoftheirrolesandtheirdutiesinteachinginvariedsituation(Head&Taylor,1997).AccordingtoRossner,teacherdevelopmentisaboutdealingwiththeneedsandwantsoftheindividualteacherinwaysthatsuitthatindividual(1994).Itistheneedsaboutimprovementforindividualteacherinaccordancewiththespecificsituationhe/sheisworking.Becauseteacherdevelopmentfocusesonindividualneeds,itisnotjusttodowithlanguageandteaching.Rossner(1992:4)"it'salsoaboutlanguagedevelopment,counselingskills,assertivenesstraining,confidence-building,computing,meditation,culturalbroadening-almostanything".Dependingontheworkingconditions/desireddirection,anindividualteachertakesondifferentspecificmeaningsandformsforhis/herprofessionaldevelopment.Tosumup,teacherdevelopmentiscenteredontheself-awarenessofindividualteacher'sneedsanddesires."Itisavoluntarydecision-makingprocess"(Head&Taylor,1997).  　4.3ObservationconstraintsinmyteachingcontextSomeproblemsshouldbeconsideredbeforeimplementingthispeerobservation.Themostimportantoneistomodifyteachers'attitudestopeerobservation.Inthepast,peerobservationwasfrequentlycarriedoutforpurposesofappraisalorjudgementoftheobservedinthecontextIusedtowork.TomostofEnglishteachers,thepurposeofpeerobservationisevaluatingtheirteachingperformance,ratherthanstimulatingindividual'sself-reflection."Thereisanemphasisonteachersbeingobserved,andbeingtoldabouttheirteaching,ratherapproachthanaprocessofactiveself-developmentthroughreflection,andself-awareness"(Cosh,1999).Suchakindofpeerobservationcoulddetrimentalbothtoteacherconfidence,andtoasupportiveteachingenvironment(Cosh,1999).Therefore,mostofEnglishteachersareunwillingtotakepartinthepeerobservation,althoughtheywanttoimprovetheirteachingapproach.Thesecondproblemisaboutobservationtraining.Observationtrainingmaybeapartofpre-serviceformostofteachersinwesterncountries.However,giventhefactthatalmostalltheEnglishpeerobservationsarecarriedoutbyheadandseniorteachers,theEnglishteachersinthecontextIusedtoworkhadnorelevantexperience.While,tomakethepeerobservationeffective,thoseEnglishteachersshouldhavehighcompetencyinrecordingsufficientinformationaswellasclassroomprocedureanalysisinsecondlanguageteaching.PeerobservationisacomplexprocessinthespecificcontextIworked.Frombroadrespect,itconcernssomeelementslikelessonorganization,classroominteraction,designingappropriateclassroomactivities,etc.Italsoreferstolearner-centerestablishmentandsoon.Fromnarrowrespect,everyobservercouldonlyconcentrateononeortwoelementsjustmentioned.Duetothecomplication/importanceofobservation,theobserversshouldbehighlytrained.Accordingly,relatedtrainingisessentialpriortopeerobservation.AsRichardsstates,anuntrainedobservermaybeoverwhelmedbythecomplexityofwhatgoesonandnotbeabletofocusonimportanteventsastheyunfoldintheclassroom(1990).Therefore,alltheEnglishteachersshouldbetrainedinobservationintheirsparetime.5.Schemeimplement5.1ObservationmodelMypeerobservationmodelisdesignedbytakingtheneeds/interestsofeachteacheronaccount.Theobservationmodelencourageseachteachertoobserveclassesonareasparticularlyrelevanttohis/herconcernsandareasofteaching(Cosh,1999).Therecouldbeabankofquestions,criteria,orobservationsheetstofocusandpromoteideas(Wajnryb,1992).Inthisobservationmodel,Isuggesteachteacheruseanobservationsheet.He/sheshouldfillinthesheetabouttheirideagenerationbeforetheobservationandrecordafeedbackaboutwhatheorshehaslearntfromtheobservationonthesheetaftertheobservation.Theroleofthefeedbacksheetisnecessarybothforinstitutionalmonitoringofthesystem,andforfull'reflective'valuetobegainedfromtheobservation(Cosh,1999).BasedonthescheduleofEnglishteachers,aworkshopwillbeheldamongtheteachershavingmutualinterestsoneortwotimesinamonth.  　5.2ImplementationprocedureThepeerobservationconductsamongtheteacherswithmutualinterests.GiventhefactthatnearlyeveryEnglishteacherhasheavyteachingload(teaching2classeswitheachofthem5lessonseveryweek,andmarkingstudents'homework),itmaybeimpossibleforanEnglishteachertoobserveseveralclasses.Asolutionistoalloweachteachertochooseandonlyobservetheclasseswithsomeareasparticularlyrelevanttohis/herownconcernsandareaofteaching.Thereisaneedforteacherstodecidejointlyonsuchfactorsaswhotheyshouldobserve,whatarrangementsshouldbemadewiththeobserver,andwhatthefocusshouldbe(Cosh,1999).Forexample,ateachermayhaveconfusionsabouthowtoteachpasttense,he/shemaylearnrelatedknowledgeandpedagogythroughobserving.Peerobservationistoprovideresourcesforteachers'laterreflection.Throughobserving,individualteachermaynotonlyknowthemethodusedbyotherteacherstodealwiththoseproblemsconfusinghim/her,butalsostimulatehim/hertoreflectwhysuchmethodswereapplied.Andthen,his/herwillactonorrespondtotheproblemsandmodifyhis/herteachingstrategiesandthemethodsused(Richards,1990).Duringtheobservationprocesses,theobservershouldnotonlyfocusontheareashe/sheisinterestedin,butalsogetusefulinformationasmuchaspossible.Aftertheobservation,theobservershouldwritehis/herfeedback,whichisconvenientforinsightstobeclarified,anddevelopmenttobeeffectiveandshared(Cosh,1999).Duringtwoorthreeweeks,aworkshopwillbeheldamongtheteacherswiththesimilarinterests.Withtheideatosolvemutualproblems,theremaybenoshortageofcommontopicsintheirdiscussionafterclasses.Theycandiscusswhattheyhavelearntbypeerobservation,thinkabouttheirfutureplanandsoon.AsRichardsargues(1990),cooperationisapowerfultoolforprofessionaldevelopmentsincetheresultsaresharedorpracticedcollaboratively.Bypeerobservationandcollaboration,theobserverswillexploretheessencesofsometeachingactionthattheyobservedandlearningsomethingfromthoseactions.Afterthat,theywillthinkaboutthepossibilitiestoresolvetheproblemsemergingintheirteachingclassesandaccordinglymodifyhis/herteachingstrategiesandmethodsused.However,itisimportanttorealizethatalthoughtheemphasishasshiftedtoself-development,manyteacherswillstillfeelnervousaboutbeingobserved,andimplicitjudgmentsbeingmadeabouttheirteaching.Itis,therefore,importantthatteachersshouldbereassured,consulted,andallowedtofeelthattheyretainanelementofcontrolandownershipoftheprocess(Cosh,1999:25).Thus,thediscussionprocessisusedforsolvesomeproblemsthroughco-operation,ratherthanevaluationtheteachingperformanceofotherteachers.Inaddition,themake-decisionofwhethermodifieshis/herteachingstrategiesandteachingmethodsshouldbemadebyindividualteacherhimself/herself.  　5.3ImplementationconstraintWithrespecttotheimplementationoftheobservationmodel,somefactorsshouldbeconsidered.Thebiggestproblemisabouttimetable.Forinstance,itispossiblethatteacherAwanttoobserveaspecificclassofteacherB,whileteacherAhascourseonthesametime.Generally,everyteacherteachestwoclasses;accordingly,he/shewillteachthesamecontenttwice.Althoughtheteachermaydosomerevisionaccordingtothefeedbackfromstudents,normally,theteachingproceduresandteachingapproachesarequitesimilar.Inarrangingthetimetable,theschoolwilltryitsbesttogiveeveryteacheratleastanopportunitytoobservethecoursestaughtbyotherteachers.Eventhough,itispossiblethattherewillbesomecollisionsforthoseteacherslikesomeofthemhavetoteachclassesatthesametime.Analternativewayforsuchconditionsistousevideo,acommontechniqueinthehighschoolIusedtowork.Inconnectionwithvideo,itmainlyusedtorecordtheteachingperformanceofeachteacher.Therecordcouldbeprovidedtotheteacherswhoareinterestedintheclassesandtheteacherobserved.Fortheobservers,thevideorecordcanprovidethemsomevivid/consequentpicturesaboutteachingprocedure.Theymaygetthegeneralpictureofthecourse,evensomeofthemmissthecourse.Fortheteachersobserved,thevideorecordmaybehelpfulforthemtoawareaboutwhatdidreallyhappeninhis/herclasses.Thevideorecordprovidesthemachancetocriticallyreflecthis/herlanguageteachinginclasses.Duetothescopelimitation,avideocouldonlyrecordpartofteachingactivities.Infact,thelanguageteachingprocessisamovingactivity.Tomaximizetheinteractionwithhis/herstudents,theEnglishteachershouldnotonlystayinoneplace.Sometimes,theteacher'sactivitiesmaybeyondtherecordedscopeofvideocamera.Itissaidbysomepeoplethattheschoolshouldarrangeapersontochangetherecordedscopeofvideocamera,however,basedonmyexperience,suchactionwouldmovestudents'attractionfromlearningtolookingthevideocamera.Therefore,acompleteteachingprocedureandinteractionbetweenteacherandstudentsmaybeunavailablefortheteachermissingthecourse.5.4TwosuggestionsAsmentionedabove,self-reflectionisaneffectivewayforteachers'development.Andobservationisamethodtotriggerself-reflectionofindividualteacher.Whatonereflectsisaccordingtothedatahis/herobservedinclasses.Inotherword,observationisthebasisforself-reflection,ratherthanthestimulationforprofessionaldevelopment.Likeanacceptedtheoryinsecondlanguageacquisition,inputisdifferentfromintake.ObservationwillbehelpfulonlyintheconditionthatEnglishteacherscouldlearnfromtheirobservation,namely,constantreflectionontheirpractice.  　Richards&Lockhartsay(1994),Englishteachersareoftenreluctanttotakepartinobservationorrelatedactivitiessinceobservationisassociatedwithevaluation.Therefore,peerobservationinthisspecialcontextshouldbealearningactivity,ratherthanjustaprocesstojudgeorevaluatetheteachers'performance.Alltheparticipantsshouldavoidevaluatingthequalityoftheteachingperformance.6.ConclusionTheprocessofprofessionaldevelopmentconcernssortsofaspectsinsecondlanguageteaching.Inthisassignment,ImainlydiscusshowtohelpEnglishteacherfortheirprofessionaldevelopmentthroughpeerobservation.WhilethereareanumberofapproachestohelpingEnglishteacherstounderstandandappreciatewhatgoesoninthesecondlanguageclassroom,peerobservationonsecondlanguageclassroomisanexceptionallyeffectiveway.However,forpeerobservationtohaveacriticalimpactonEnglishteachers'professionaldevelopment,theschemeshouldbecarefullydesigned.Whenembracingtheconceptofteacher'sprofessionaldevelopment,self-reflectionisalwaysamostimportantpoint.Self-reflectionisanimportantelementforEnglishteacherstodeveloptheirprofessionalskill,knowledge,andattitude.PeerobservationprovidesthoseEnglishteachersresourcesforself-reflection.Whatwereflectisaccordingtothedataweobserveinclasses.Peerobservationisthestimulationforself-reflection.Therefore,observationisaneffectivewaytoencourageteachers'professionaldevelopment.References[1]Bailey,K.M.,Curtis,AandNunan,D.(2001).PursuingProfessionalDevelopment:TheSelfasSource.BostonMA:Thompson/HeinleandHeinle[2]Cosh,J(1999).'PeerObservation:AReflectiveModel'.ELTJournalVolume53/1January.OxfordUniversityPress[3]Cruickshank,D.&Applegate,J.(1981).ReflectiveTeachingasaStrategyforTenderGrowth.EducationalLeadership,553-554.[4]Freeman,D.(1982).'ObservingTeachers:ThreeApproachestoIn-serviceTrainingandDevelopment'TESOLQuarterlyVol16No1pp.21-29[5]Freeman,D.(1989).Teachertraining,developmentanddecisionmaking:Amodelofteachingandrelatedstrategiesforlanguageteachereducation.TESOLQuarterly23(1):27-45.[6]Head,KandTaylor,P.(1997).ReadingsinTeacherDevelopment.Oxford:Heinenman(Chapter1'Definingteacherdevelopment').[7]Jones,J.andMathias,J.(1995).TrainingforAppraisalandProfessionalDevelopment.London:Cassell(Chapter2''Appraisalforprofessionaldevelopment').[8]Lange,D.L.(1983).Teacherdevelopmentandcertificationinforeignlanguages:whereisthefuture?ModernLanguageJournal67:374-81.[9]Pennington,M.C.(1989).'Facultydevelopmentforlanguageprogrammes'.InR.K.Johnson(Ed)(1989)TheSecondLanguageCurriculum.Cambridge:CambridgeUniversityPress.[10]Rea-Dickins,P.&K.Germaine.(1992).Evaluation.Oxford:OxfordUniversityPress