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Perceptions of Chinese EFL teachers on their professional readiness in K-12 schools in northeastern China.

机译:中国EFL教师对中国东北K-12学校的职业准备的看法。

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摘要

The problematic outcomes of English as Foreign Language (EFL) teaching have long been a scholarly criticism on the ineffectiveness of pre-service EFL teacher preparation curriculum in China due to the unbalanced curriculum structure that emphasizes too much on subject matter (Hu, 2005, Zhou, 2009) while neglecting pedagogical content knowledge (Shulman, 1986). However, little empirical research has been conducted in the past 30 years to look into EFL teachers' professional preparation through the lens of in-service EFL teachers. Situated in the theory of mediated action (Wertsch, 1998), professional teacher knowledge base (Shulman, 1986), and social cognitive theory of self-efficacy (Bandura, 1995), this quantitative study addressed the research question of what the self-perceived overall evaluations are of K-12 EFL teachers in a northeastern city in China with regard to their own professional preparation, and how they rate their readiness for effective EFL teaching in the areas of curriculum belief (orientation), language acquisition belief, and teacher efficacy belief. Five independent variables of school level, experience level, interactions between school and experience level, university attended, and degree level have been included to form 5 sub questions. Data was collected through survey questionnaires, and processed with SPSS. Descriptive statistics and inferential statistics such as ANOVAs were utilized during data analysis. The results of this study indicate that Chinese EFL teachers generally value the six curriculum orientations with academic rational curriculum orientation, behavior curriculum orientation, and cognitive process curriculum orientation identified as the most active variables at school level and university attended. Contrary to the expectations, Chinese EFL teachers scored significantly different in language acquisition with a tendency of the higher the school level, experience level, and degree level, the lower the sociocultural awareness for L2 teaching and learning. No significant differences were identified among different institution graduates, indicating a time invariant structure of EFL teacher preparation curriculum across these institutions. EFL teachers overall perceived a high efficacy in instruction, classroom management, and student engagement although several significant differences were identified among some factors. However, the high sense of efficacy could be problematic when examining it together with curriculum and language acquisition beliefs.;The findings offer implications for both pre-service EFL teacher education and in-service teacher development programs in curriculum design, evaluation, and reconstruction.;Keywords: EFL, teacher education, professional readiness, curriculum orientation, language acquisition, teacher efficacy.
机译:长期以来,英语作为外语(EFL)教学的问题一直是学术批评,因为课程结构不平衡,过多地强调了学科内容,因此对中国的职前EFL教师预备课程的有效性不高(Hu,2005,Zhou (2009年),而忽略了教学内容知识(Shulman,1986年)。然而,过去30年来,几乎没有进行过实证研究来从在职EFL教师的角度研究EFL教师的专业准备。这项定量研究位于调解行动理论(Wertsch,1998年),专业教师知识库(Shulman,1986年)和自我效能的社会认知理论(Bandura,1995年)中,解决了关于自我感知的研究问题。对中国东北某城市的K-12 EFL教师的专业准备以及他们在课程信念(方向),语言习得信念和教师效能方面对他们为有效进行EFL教学做好准备的程度的总体评估信仰。学校水平,经验水平,学校与经验水平之间的相互作用,就读大学和学位水平的五个独立变量已包括在内,形成了5个子问题。通过调查问卷收集数据,并用SPSS处理。在数据分析过程中使用了描述性统计和推论统计,例如方差分析。这项研究的结果表明,中国的英语教师普遍重视六个课程取向,其中学术理性课程取向,行为课程取向和认知过程课程取向被确定为学校和就读大学中最活跃的变量。与期望相反,中国英语教师在语言习得方面得分明显不同,其趋势是学校水平,经验水平和学位水平越高,对第二语言教学的社会文化意识越低。没有发现不同机构毕业生之间的显着差异,表明这些机构中EFL教师预备课程的时间不变结构。尽管在某些因素之间发现了几个显着差异,但EFL的教师总体上认为在教学,课堂管理和学生参与方面具有很高的效率。但是,将高效率感与课程和语言习得信念一起检查时可能会出现问题。研究结果对课程设计,评估和重建中的职前EFL教师教育和在职教师发展计划都具有启示意义。关键字:EFL,教师教育,职业准备,课程定位,语言习得,教师效能。

著录项

  • 作者

    Zhang, Lihua.;

  • 作者单位

    New Mexico State University.;

  • 授予单位 New Mexico State University.;
  • 学科 Teacher education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 239 p.
  • 总页数 239
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:52:25

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