A Critical Inquiry into an In-service Teacher Education Program

摘要

The slogan "Teachers as Curriculum" has become popular nowadays. Despite the policy discourse which claims more professional autonomy for teachers, knowledge-and-skills-based approach to teacher education is still favored. By investigating a one-semester course of Master Degree Program in Education1 for middle school English teachers (Ed. M in English teaching), this paper argues for the inquiry community pattern of teacher education which may truly bestow complete professional autonomy on teachers. By focusing on the discourse aspect of the course, this paper tries to propose an integrated framework combining CDA and theories of argumentation as a method for textual analysis.