Collegial Development in ELT: The Interface between Global Processes and Local Understandings
Collegial Development in ELT: The Interface between Global Processes and Local Understandings
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ELT 的共同发展：全球流程与当地理解之间的接口
DOI：
10.1057/9780230523166_11
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Michael P. Breen
中科院分区：
文献类型：
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作者：
Michael P. Breen
通过关注英语教学实践者，本章指出了当前对教师工作的更广泛的影响，这些影响可能正在破坏他们的个人职业认同。它探讨了当前教师发展的方法，这些方法可以被视为此类变化的症状。最初的目的是考虑教师发展的一些方面，这些方面可能有助于将自我作为一名专业人员。本章的第二个目的是找出可供选择的方法，在这些方法中，教师可以通过策略来应对当前的不确定性，这些策略使他们能够根据自己的条件创造积极的变革机会，并实现迪克·奥尔赖特所说的教师在研究与实践之间对话中作为知识创造者的能力(2006年，本卷第一章)。本章首先简要回顾了教师目前面临的一些压力。然后评估当前对教师发展有影响力的方法，作为对这些压力的回应。最后，它提出了未来教师发展的可能方向，这些方向可能会克服目前对专业性的限制和现有方法固有的限制。在本章中，“教师发展”和“专业发展”这两个术语被视为同义词。它们是指为有经验的英语教师提供的任何在职课程或课程，无论是由教师教育工作者或其他人计划和提供的，还是由教师自己以有计划的或自发的方式在当地创建的。
In focusing upon ELT practitioners, this chapter identifies the wider influences upon teachers’ work at the present time that may be undermining their personal professional identities. It explores current approaches to teacher development that can be seen as symptomatic of such changes. An initial purpose is to consider aspects of teacher development that may be contributing to this appropriation of the self as a professional. The second aim of the chapter is to identify alternative approaches in which teachers may confront present uncertainties through strategies that enable them to create positive opportunities for change on their own terms and to realize what Dick Allwright identifies as teachers’ capacities as knowledge-makers in the dialogue between research and practice (2006, Chapter 1 in this volume). The chapter begins with a brief review of some of the pressures that teachers presently face. It then evaluates currently influential approaches to teacher development as responses to these pressures. Finally, it proposes possible future directions in teacher development that may overcome the present constraints upon professionalism and the limitations inherent in current approaches. The terms ‘teacher development’and ‘professional development’are treated as synonymous throughout the chapter. They are used to refer to any in-service programme or course for experienced English language teachers, be they planned and provided by teacher educators or others or generated locally by and for teachers themselves in planned or spontaneous ways.