在教師專業(yè)成長(zhǎng)中,知識(shí)始終處于核心地位。20世紀(jì)80年代以來,教師的實(shí)踐性知識(shí)作為一種獨(dú)特的知識(shí)形式,成為教師認(rèn)識(shí)自我和提高教學(xué)水平的有力支撐。由于缺乏教學(xué)經(jīng)驗(yàn),職前教師的實(shí)踐性知識(shí)的發(fā)展面臨困難。而實(shí)習(xí)作為教師教育課程的重要組成部分,對(duì)促進(jìn)職前教師的實(shí)踐性知識(shí)發(fā)展的重要性不言而喻。隨著對(duì)教師學(xué)習(xí)環(huán)境的不斷深入研究,“共同體”（Community）這個(gè)概念進(jìn)入教育學(xué)者們的視野,教師專業(yè)學(xué)習(xí)共同體自提出以來因其倡導(dǎo)的合作學(xué)習(xí)受到廣泛關(guān)注。對(duì)于剛進(jìn)入真實(shí)教學(xué)環(huán)境的職前教師,專業(yè)學(xué)習(xí)共同體中的合作學(xué)習(xí)和成長(zhǎng)對(duì)實(shí)踐性知識(shí)的獲得具有重要意義。因此,本文旨探討教育實(shí)習(xí)情境下職前英語教師在專業(yè)學(xué)習(xí)共同體構(gòu)建過程中的實(shí)踐性知識(shí)發(fā)展情況。本文以半結(jié)構(gòu)化訪談,田野觀察和文本收集作為數(shù)據(jù)收集的方法,采用質(zhì)化的個(gè)案研究的方式,以華中地區(qū)某一師范院校的五名英語教育碩士為研究對(duì)象,以這五名職前英語教師實(shí)習(xí)期間所在的專業(yè)學(xué)習(xí)共同體為研究背景,對(duì)以下兩個(gè)研究問題進(jìn)行探討:1)教育實(shí)習(xí)中,職前英語教師的專業(yè)學(xué)習(xí)共同體是如何建構(gòu)的?2)教育實(shí)習(xí)期間,職前英語教師是如何在專業(yè)學(xué)習(xí)共同體的建構(gòu)中發(fā)展實(shí)踐性知識(shí)的?研究發(fā)現(xiàn),職... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：64 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
1. Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Layout of the Dissertation
2. Literature Review
    2.1 Definitions of Key Concepts
        2.1.1 Definition of Teachers' Practical Knowledge
        2.1.2 Definition of Professional Learning Community
    2.2 Understanding the Development of TPK
        2.2.1 Classifications of TPK
        2.2.2 Development of TPK
        2.2.3 Influencing Factors of TPK
    2.3 Uncovering the Construction of PLC in Light of Teachers' ProfessionalDevelopment
        2.3.1 Features of PLC
        2.3.2 Construction of PLC
        2.3.3 PLC's Influence on Teachers' Professional Development
    2.4 Exploring Pre-service English Teachers' TPK from the Perspective of PLC
3. Research Design
    3.1 Research Questions
    3.2 Research Methodology
    3.3 Research Context and Participants
    3.4 Instruments
        3.4.1 Interview
        3.4.2 Meeting Minutes
        3.4.3 Reflective Journals
        3.4.4 Field Observation
    3.5 Data Collection
    3.6 Data Analysis
4. Results
    4.1 Construction of Pre-service English Teachers' PLC
        4.1.1 Breaking of Isolation
        4.1.2 Building of Collaborative Structure and Culture
        4.1.3 Stabilizing of Regular Interactive Activities
    4.2 Development of Pre-service English Teachers' TPK in PLC
        4.2.1 Knowledge about Self
            4.2.1.1 Confusion or Determination
            4.2.1.2 Worries and Uncertainty
        4.2.2 Knowledge about English Teaching
            4.2.2.1 Teaching English Needs Interdisciplinary Knowledge
            4.2.2.2 English Teaching Should Emphasize Students' Core Competence
            4.2.2.3 English Teaching Is not that Holy and Ideal
        4.2.3 Knowledge about Students
            4.2.3.1 Familiarity with Cognition of the Students
            4.2.3.2 Relationship between Teachers and Students
            4.2.3.3 Activating Students' Interest
        4.2.4 Knowledge about Educational Situations
            4.2.4.1 Cooperation from Peers
            4.2.4.2 Learning Environment of the Practicum School
            4.2.4.3 University Support
            4.2.4.4 Social Status of English Teachers
5. Discussion
    5.1 Interpretation and Role of the Pre-service English Teachers' PLC
    5.2 Development of Pre-service English Teachers' TPK by "Sharing" and"Experiencing"
6. Conclusion
    6.1 Summary of Findings
    6.2 Implications
    6.3 Limitations
Bibliography
Appendix


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期刊論文
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碩士論文
[1]教師專業(yè)學(xué)習(xí)共同體研究[D]. 商利民.華南師范大學(xué) 2005



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