《英語教師職前教育大學本科英語教育專業課程發展個案研究》是2011年上海外語教育出版社出版的圖書，作者是武尊民。
基本介紹
- 書名：英語教師職前教育：大學本科英語教育專業課程發展個案研究
- 作者：武尊民
- ISBN：9787544620109
- 出版社：上海外語教育出版社
- 出版時間：2011-01-01
- 裝幀：平裝
- 開本：大32開
基本信息,內容簡介,目錄,
基本信息
作 者： 武尊民 編
出 版 社： 上海外語教育出版社
ISBN： 9787544620109
出版時間：膠重體 2011-01-01
版 次： 1
頁 數： 375
裝 幀： 平裝
開 本： 大32開
所屬分類： 圖書>外語學習>大學英語
內容簡介
《英語教師職前教育：大學本科英語教育專業課程發展個案研究》報告了一項採用個案研究方法進行的外語教師職前教育項目課程的拘洪祖研究。“教師教育”主要是強調職前教師從事教育工作的綜合專業能力的發展；而傳統的“師範”概念涉及更多的是教師的教學技能訓練。理念上的差距一定會影響課程設定以及課程建設與發展。 通過研究，作轎凳抹者提潤挨炒出教師墊霸謎堡教育課程應採取資源整合課程模式，即在整體課程設定過程中充分了解學生教師建構知識基礎與教師專業思想的需求，除了專門的教師教育課程以外，在其他課程教學中也融入職前教師發展的內容。鍵故教師教育項目中韻每一位教師在教授課程過程請定立重中實踐並展現教師專業思想理念與教育教學能力，為學生教師提供有價值的教學觀察體驗。
目錄
CHAPTER 1 INTRODUCTION
1.1 The Research Problem
1.2 Background
1.3 Significance of the Study
1.4 Definition of Terms
1.5 Organization of Thesis
CHAPTER 2 LITERATURE REVIEW h EFL TEACHER EDUCATION
2.1 Concepts and Issues in EFLTeacher, Education
2.1.1 Teacher Training and Teacher Education
2.1.2 Theoretical Issues
2.1.3 Teacher Knowledge Base and Competencies
2.2 Development and Research
2.2.1 EFL Teacher Education Development
2.2.2 Approaches and Models
2.2.3 Research in Language Teacher Education
2.3 EFL Teacher Education in China
2.3.1 General Background Situation
2.3.2 EFL Teacher Education and Research
2.4 Summary
CHAPTER 3 LITERATURE REVIEW II: CURRICULUM AND CURRICULUM STUDIES
3.1 Definitions
3.1.1 Curriculum
3.1.2 Goals and Objectives
3.1.3 Curriculum Organization
3.1.4 Curriculum Planning
3.1.5 Stakeholders
3.2 Curriculum Development
3.2.1 Curriculum Planning Process
3.2.2 Needs Analysis
3.2.3 Roles of Participants
3.2.4 Research
3.3 Evaluation
3.3.1 Concepts, Approaches and Procedures
3.3.2 Evaluation Research
3.4 Curriculum Studies in China
3.4.1 Teacher Education Institutions and Their Curricula
3.4.2 Studies in Curriculum Development
3.5 Summary
CHAPTER 4 RESEARCH METHODS
4.1 Research Design
4.2 Participants
4.2.1 Cases
4.2.2 Research Liaisons
4.2.3 Stakeholders
4.3 Instrumentation
4.3.1 Design of the Interview Protocols
4.3.2 Design of the Questionnaire
4.3.3 Documents
4.4 Data Collection Procedures
4.4.1 Case Site Visits
4.4.2 Interviews
4.4.3 Administration of the Questionnaire Survey
4.4.4 Collection of Documents
4.5 Data Processing Procedures
4.5.1 Processing Qualitative Data
4.5.2 Processing Quantitative Data
4.5.3 Modes of Analysis
4.6 Research Trustworthiness
4.6.1 Research Validity
4.6.2 Research Reliability
4.7 Research Ethics
4.8 Limitations
4.9 Summary
CHAPTER 5 FINDINGS OF CASE A
5.1 Profile
5.1.1 The University
5.1.2 The Department of Foreign Languages and Literature
5.1.3 The BA/TEFL Program
5.2 Curriculum Development Process
5.2.1 Regular Revisions
5.2.2 Ad hoc Adjustments
5.2.3 Other Factors Affecting Curricular Decisions
5.3 Curricular Structure
5.3.1 Curriculum Objectives
5.3.2 Curriculum Organization
5.4 The BA/TEFL Program: Perceptions of the Stakeholders
5.4.1 Program Heads
5.4.2 Teacher Educators
5.4.3 Student Teachers
5.4.4 Past Graduates
5.4.5 End-Users
5.5 Summary
CHAPTER 6 FINDINGS OF CASE B
6.1 Profile
6.1.1 The University
6.1.2 The Department of Foreign Languages and Literature
6.1.3 The BA/TEFL Program
6.2 Curriculum Development Process
6.2.1 Regular Revisions
6.2.2 Ad hoc Adjustments
6.2.3 Factors Affecting Curricular Decisions
6.3 Curricular Structure
6.3.1 Curriculum Objectives
6.3.2 Curriculum Organization
6.4 The BA/TEFL Program: Perceptions of the Stakeholders
6.4.1 Program Heads
6.4.2 Teacher Educators
6.4.3 Student Teachers
6.4.4 Past Graduates
6.4.5 End-Users
6.5 Summary
CHAPTER 7 CROSS-CASE ANALYSIS AND DISCUSSION
7.1 Process of Curriculum Planning and Development
7.1.1 Curriculum Processes
7.1.2 The Role of the Stakeholders
7.1.3 Possible Gaps
7.2 Comparison of the BA/TEFL Programs
7.2.1 Program Attributes
7.2.2 Curriculum Planning
7.2.3 Program Graduates in Teaching
7.2.4 Stakeholders' Perceptions of Preservice Preparation
7.3 EFL Teacher Knowledge Base and Competencies
7.3.1 Perceived EFL Teacher Qualities
7.3.2 EFL Teacher Knowledge and Competencies Perceived
7.3.3 Possible Gaps
7.4 Summary
CHAPTER 8 CONCLUSION AND IMPLICATIONS
8.1 Summary of Research Findings
8.1.1 Processes of Curriculum Planning and Development
8.1.2 Roles of Stakeholders in the Processes
8.1.3 Program Recipients' Perceptions of EFL Teacher Preparation
8.1.4 Secondary EFL Teacher Qualities and Competencies
8.2 Implications for BA/TEFL Curriculum Design and Development
8.2.1 Procedures
8.2.2 Program Goals and Objectives
8.2.3 A Framework for BA/TEFL Program Goals and Objectives
8.2.4 BA/TEFL Curriculum Organization and Implementation
8.3 Suggestions for Further Research
8.3.1 EFL Teacher Knowledge Base for China's Secondary Schools
8.3.2 An Integrated Curriculum
8.3.3 The Implementation of an EFL Teacher Education Curriculum
8.3.4 The Professional Development of Teacher Educators ...
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
3.1 Definitions
3.1.1 Curriculum
3.1.2 Goals and Objectives
3.1.3 Curriculum Organization
3.1.4 Curriculum Planning
3.1.5 Stakeholders
3.2 Curriculum Development
3.2.1 Curriculum Planning Process
3.2.2 Needs Analysis
3.2.3 Roles of Participants
3.2.4 Research
3.3 Evaluation
3.3.1 Concepts, Approaches and Procedures
3.3.2 Evaluation Research
3.4 Curriculum Studies in China
3.4.1 Teacher Education Institutions and Their Curricula
3.4.2 Studies in Curriculum Development
3.5 Summary
CHAPTER 4 RESEARCH METHODS
4.1 Research Design
4.2 Participants
4.2.1 Cases
4.2.2 Research Liaisons
4.2.3 Stakeholders
4.3 Instrumentation
4.3.1 Design of the Interview Protocols
4.3.2 Design of the Questionnaire
4.3.3 Documents
4.4 Data Collection Procedures
4.4.1 Case Site Visits
4.4.2 Interviews
4.4.3 Administration of the Questionnaire Survey
4.4.4 Collection of Documents
4.5 Data Processing Procedures
4.5.1 Processing Qualitative Data
4.5.2 Processing Quantitative Data
4.5.3 Modes of Analysis
4.6 Research Trustworthiness
4.6.1 Research Validity
4.6.2 Research Reliability
4.7 Research Ethics
4.8 Limitations
4.9 Summary
CHAPTER 5 FINDINGS OF CASE A
5.1 Profile
5.1.1 The University
5.1.2 The Department of Foreign Languages and Literature
5.1.3 The BA/TEFL Program
5.2 Curriculum Development Process
5.2.1 Regular Revisions
5.2.2 Ad hoc Adjustments
5.2.3 Other Factors Affecting Curricular Decisions
5.3 Curricular Structure
5.3.1 Curriculum Objectives
5.3.2 Curriculum Organization
5.4 The BA/TEFL Program: Perceptions of the Stakeholders
5.4.1 Program Heads
5.4.2 Teacher Educators
5.4.3 Student Teachers
5.4.4 Past Graduates
5.4.5 End-Users
5.5 Summary
CHAPTER 6 FINDINGS OF CASE B
6.1 Profile
6.1.1 The University
6.1.2 The Department of Foreign Languages and Literature
6.1.3 The BA/TEFL Program
6.2 Curriculum Development Process
6.2.1 Regular Revisions
6.2.2 Ad hoc Adjustments
6.2.3 Factors Affecting Curricular Decisions
6.3 Curricular Structure
6.3.1 Curriculum Objectives
6.3.2 Curriculum Organization
6.4 The BA/TEFL Program: Perceptions of the Stakeholders
6.4.1 Program Heads
6.4.2 Teacher Educators
6.4.3 Student Teachers
6.4.4 Past Graduates
6.4.5 End-Users
6.5 Summary
CHAPTER 7 CROSS-CASE ANALYSIS AND DISCUSSION
7.1 Process of Curriculum Planning and Development
7.1.1 Curriculum Processes
7.1.2 The Role of the Stakeholders
7.1.3 Possible Gaps
7.2 Comparison of the BA/TEFL Programs
7.2.1 Program Attributes
7.2.2 Curriculum Planning
7.2.3 Program Graduates in Teaching
7.2.4 Stakeholders' Perceptions of Preservice Preparation
7.3 EFL Teacher Knowledge Base and Competencies
7.3.1 Perceived EFL Teacher Qualities
7.3.2 EFL Teacher Knowledge and Competencies Perceived
7.3.3 Possible Gaps
7.4 Summary
CHAPTER 8 CONCLUSION AND IMPLICATIONS
8.1 Summary of Research Findings
8.1.1 Processes of Curriculum Planning and Development
8.1.2 Roles of Stakeholders in the Processes
8.1.3 Program Recipients' Perceptions of EFL Teacher Preparation
8.1.4 Secondary EFL Teacher Qualities and Competencies
8.2 Implications for BA/TEFL Curriculum Design and Development
8.2.1 Procedures
8.2.2 Program Goals and Objectives
8.2.3 A Framework for BA/TEFL Program Goals and Objectives
8.2.4 BA/TEFL Curriculum Organization and Implementation
8.3 Suggestions for Further Research
8.3.1 EFL Teacher Knowledge Base for China's Secondary Schools
8.3.2 An Integrated Curriculum
8.3.3 The Implementation of an EFL Teacher Education Curriculum
8.3.4 The Professional Development of Teacher Educators ...
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
