文摘
英文文摘
Acknowledgements
Chapter One Teachers' Beliefs
1.1 Introduction
1.2 Teachers' Beliefs
1.3 Teaching Beliefs
1.3.1 About learning and teaching
1.3.2 About learners
1.3.3 About program and curriculum
1.3.4 About efficacy and profession
1.4 Significance and Implication
1.5 Summary
Chapter Two A Survey of College English Teachers' Beliefs
2.1 Introduction
2.2 Design
2.2.1 Materials
2.2.2 Procedure
2.3 Subjects
2.4 Results
2.5 Discussion
2.6 Summary
Chapter Three Three Fundamentals of Teachers' Beliefs
3.1 Introduction
3.2 Beliefs about Students
3.2.1 Committing to students and their learning
3.2.2 Recognizing individual differences in students
3.2.3 Learning from students' experiences
3.2.4 Understanding students' development and learning
3.2.5 Treating students equitably
3.2.6 Extending students' cognitive capacity
3.3 Beliefs about Teaching and Learning
3.3.1 Knowing both subjects and pedagogy knowledge
3.3.2 Monitoring student learning
3.3.3 Reflecting systematically from practice
3.3.4 Learning collaboratively
3.3.5 Attending to students' needs
3.3.6 Learning authentically
3.3.7 Supporting students' learning
3.4 Beliefs about Self-evaluation
3.4.1 Concerning teaching effectiveness
3.4.2 Concerning self-regulated learning
3.5 Summary
Chapter Four Teacher Education and Teachers' Beliefs
4.1 Introduction
4.2 Teachers' Beliefs about Current Teacher Education
4.2.1 On the part of the educational administration
4.2.2 On the part of the instructor
4.2.3 On the part of the teacher student
4.3 Innovations for the Current Teacher Education
4.3.1 Teacher continuation education
4.3.2 Innovation of teacher-education program
4.3.3 Pedagogical innovation
4.3.4 Teacher students' self-adaptation
4.4 Summary
Chapter Five Teacher Evaluation and Teachers' Beliefs
5.1 Introduction
5.2 Significance of Teacher Evaluation
5.3 Prerequisites of Effective Teacher Evaluation
5.3.1 Workable procedures and criteria
5.4 Problems in Current CET Evaluation
5.4.1 The goal-and-focus problem
5.4.2 The problem of differential evaluation ideology
5.4.3 The hierarchy-and-control problem
5.4.4 The expertise problem
5.5 Summary
Chapter Six A Suggested CET Evaluation Framework
6.1 Introduction
6.2 Contents of CET Evaluation
6.2.1 Teacher competency evaluation
6.2.2 Teacher performance evaluation
6.2.3 Teacher effectiveness evaluation
6.3 Evaluators
6.3.1 School administrators and professionals
6.3.2 Students
6.3.3 Peers
6.4 Measures
6.4.1 Team feedback-student questionnaires
6.4.2 Principal evaluation and peer review
6.5 Validity
6.5.1 Communication in evaluation
6.5.2 Commitment to evaluation
6.5.3 Collaboration in evaluation
6.6 Summary
Chapter Seven Conclusion
References
Appendix教师信念、教师教育与教师评估问卷
问卷一：教师信念调查
问卷二：教师评估与教师教育调查
