Teacher Learning and Development : A Socio-Cultural Perspective(Pedagogical Considerations for University English Instruction in a New Era of Open Admissions)

概要

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How is what teachers learn in professional development linked to what they do in their classrooms? How can we show that teacher education and development matters in improving classroom practices? Conventionally we have understood language teaching as a defined set of skills, anchored in a shared knowledge-base, which teachers learn in their initial training and then refine through practice and period professional development opportunities. In fact, our whole approach to teacher training, licensure, and development has been based on this view. But what would it mean to recast the way we look at professional learning and socialization, to think of teaching as something that is encountered and refined through formal and informal social and cultural processes over the course of a career? If we understand teachers as modifying- and hopefully getting better at- what they do through experience in socio-cultural contexts, how will that view shift the ways in which we design and implement initial teacher training? How will it affect our approaches to qualifying and promoting teachers? And how might our strategies for support and professional development change? These questions, which are central in educational reform, demand different ways of conceiving of teacher knowledge and the relationships between what professional development, training, and classroom teaching.
社団法人大学英語教育学会の論文
2006-09-02