初中英语教师专业发展中的同伴互助调查研究
发布时间：2021-04-15 23:09
伴随着我国基础教育课程改革的不断推进,培养学生的自主学习能力和创新能力成为了新课程改革的重心。老师作为教学活动的主体,对学生发展的影响毋庸置疑。因此,人们对提高教育质量的要求逐渐转向教师自身专业的发展。同时,随着世界经济的全球化以及自身发展的要求,英语教育也变得越来越重要,而初中英语教师作为学生身心发展关键时期的领路人在教育教学中的角色越来越受到关注。如何促进初中英语教师专业的发展成为各国教育共同关注的话题。古人云:三人行,必有我师焉。教师同伴互助就是以这种朴素的思想,以及皮亚杰的建构主义学习理论,终生学习理论为基础通过教师之间相互的沟通,协助和学习来促进专业的发展。经国内外的相关研究证明,同伴互助是促进教师专业发展的重要途径。然而,目前针对初中英语教师的研究少之又少。基于以上原因,本研究以呼和浩特市第三中学为例,通过问卷调查和访谈的形式来了解初中英语教师同伴互助的实施现状,分析存在的问题,探讨促进初中英语教师专业发展的有效途径。本论文的研究问题有:（1）同伴互助在初中英语教师之间的实施现状如何?（2）同伴互助对初中英语教师专业发展有什么影响?本论文以呼和浩特市第三中学五个校区的英语教...
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
1.1 The background of the research
1.2 The significance of the study
1.2.1 The theoretical significance
1.2.2 The practical significance
1.3 The structure of the study
Chapter Ⅱ Literature Review
2.1 Definitions of the terms
2.1.1 Peer coaching
2.1.2 Teachers'professional development
2.1.3 The significance of peer coaching in teachers' professional development
2.2 Theoretical foundation of the study
2.2.1 Constructivism theory
2.2.2 Lifelong education theory
2.3 Literature review of the study
2.3.1 Literature review of teachers' peer coaching at home andabroad
2.3.2 Literature review of English teachers' professional development at home and abroad
2.3.3 Research on peer coaching among teachers in their professionaldevelopment at home and abroad
Chapter Ⅲ Research Methods
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data collection and analysis
Chapter Ⅳ Results and Discussion
4.1 The current implementation of peer coaching among junior high school English teachers
4.1.1 The implementation of peer coaching among junior high school English teachers from the each dimensions of peercoaching
4.1.2 The implementation of peer coaching among junior high school English teachers from the aspects of basic information
4.2 The influence of peer coaching on the professional development of junior high school English teachers
4.2.1 The influence of peer coaching on professional concept
4.2.2 The influence of peer coaching on professional knowledge
4.2.3 The influence of peer coaching on professional competence
4.2.4 The influence of peer coaching on professional affection
4.3 Discussion
Chapter Ⅴ Conclusion
5.1 Major findings
5.2 Implication of the study
5.3 Limitation of the study
5.4 Suggestion for further study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
本文编号：3140264
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
1.1 The background of the research
1.2 The significance of the study
1.2.1 The theoretical significance
1.2.2 The practical significance
1.3 The structure of the study
Chapter Ⅱ Literature Review
2.1 Definitions of the terms
2.1.1 Peer coaching
2.1.2 Teachers'professional development
2.1.3 The significance of peer coaching in teachers' professional development
2.2 Theoretical foundation of the study
2.2.1 Constructivism theory
2.2.2 Lifelong education theory
2.3 Literature review of the study
2.3.1 Literature review of teachers' peer coaching at home andabroad
2.3.2 Literature review of English teachers' professional development at home and abroad
2.3.3 Research on peer coaching among teachers in their professionaldevelopment at home and abroad
Chapter Ⅲ Research Methods
3.1 Research questions
3.2 Research participants
3.3 Research instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data collection and analysis
Chapter Ⅳ Results and Discussion
4.1 The current implementation of peer coaching among junior high school English teachers
4.1.1 The implementation of peer coaching among junior high school English teachers from the each dimensions of peercoaching
4.1.2 The implementation of peer coaching among junior high school English teachers from the aspects of basic information
4.2 The influence of peer coaching on the professional development of junior high school English teachers
4.2.1 The influence of peer coaching on professional concept
4.2.2 The influence of peer coaching on professional knowledge
4.2.3 The influence of peer coaching on professional competence
4.2.4 The influence of peer coaching on professional affection
4.3 Discussion
Chapter Ⅴ Conclusion
5.1 Major findings
5.2 Implication of the study
5.3 Limitation of the study
5.4 Suggestion for further study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
本文编号：3140264
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