基于教学情境的外语教师非正式学习与专业发展研究被引量：39

EFL teachers' informal learning in teaching situations and their professional development

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摘要本研究运用质性研究方法探讨了基于教学情境的非正式学习对外语教师专业发展的促进作用。质性分析的材料包括教师的学习报告、教师访谈和课堂观察数据等。研究结果表明,外语教师非正式学习具有情境性、广泛性和自主性等特点。在基于课堂、网络等环境的非正式学习过程中,外语教师通过实验教学、自我反思、互相学习、行动研究等方法,发展了对学习和自我身份的认知,提高了专业知识水平和综合技能,持续促进了自身专业发展。 Based on the teachers＇ reports of learning, interviews with the teachers and classruom observation, this qualitative study explores the facilitating effects of informal learning on EFL teachers＇ professional development. The study demonstrates that teachers＇ intormal learning is characterized by situationality, universality and autonomy. In the prucess of informal learning in classroom settings and internet-based situations, EFL teachers develup their cogni- tion of learning and self-identity, and increase their professional knowledge and comprehensive skills by means of ex- perimental teaching, self-reflection, mutual learning and action resear~：h. EFL teachers thus promote steadily their professional develupment through informal learning.

作者郭遂红

机构地区广东海洋大学外国语学院

出处《外语界》 CSSCI 北大核心 2014年第1期88-96,共9页 Foreign Language World

基金全国教育科学"十一五"规划2010年度教育部重点课题"网络环境下大学英语教师专业素质发展研究"(编号GPA105036)的研究成果

关键词非正式学习情境性教师专业发展 informal learning situationality teachers＇ professional development

分类号 H319 [语言文字—英语]

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