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A Comparative Study of Teacher Autonomy Between novice teachers and Proficient teachers in the Context of University English Teaching Reform in China

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Sino-US English Teaching 2012年第3期9卷 963-974页

作者： JIANG Yu-hong MA Ting Southwest University Chongqing China Xiao Tang Shan Middle School Beijing China

Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

关键词： teacher autonomy novice teachers proficient teachers professional development comparative study

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How can novice teachers learn from expert teachers in the Chinese tertiary context: a literature based one

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课程教育研究 2016年第9期 74-74页

作者：彭晨晨遵义医学院珠海校区

The previous researchers have done in great details of expertise teaching and the novice teacher. But few article have discussed how novice teacher can learn from the experienced one. The purpose of this article is to figure out two questions: does it help novice teachers learn from their more experienced colleagues?If there is, how can novice teachers be improved.

关键词： Learning and teaching novice teachers Experts Senior teacher English teaching Chinese tertiary context

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Strengths and Weaknesses of novice teachers

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教育研究前沿（中英文版） 2021年第1期11卷 14-19页

作者： Ling Zhang Qi Wang Shuiping Zhu School of Education Science Nantong UniversityNantongJiangsuChina

Good teachers need to grasp the key points clearly and let students understand,good teachers also need to generally recognized and appreciated by students.A teacher with good ideas and good ethics can be called a good teacher.A good teacher is not equal to an expert teacher and when we talk about good teachers we should admit that novice teachers can also be good teachers,we need to find the bright spots in the novice teachers and protect these bright *** paper demonstrates that novice teachers can be good teachers by demonstrating their serious professional attitude,advanced teaching concept and strong learning *** addition,by enumerating the weaknesses of novice teachers,such as lack of experience,lack of educational tact,and inadaptability at the beginning of employment and hopes to provide targeted guidance for the training activities of novice teachers in the school.

关键词： novice teachers Good teachers Professional Development

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A Comparative Study of the Planning and Preparation Strategies of novice,Proficient and Expert teachers in Chinese Middle School

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海外英语 2018年第15期 247-250页

作者：郭成城广东外语外贸大学南国商学院

teachers' lesson planning and preparation, which are the most important part of the job of teaching, are the beginning of teaching process. A class cannot be good or well performed without planning or preparation. Referring to the five stages model of Dreyfus(1986) and considering the teaching context of middle schools, the researcher uses qualitative and quantitative methods to get and analyze the data from 96 English teachers in three Chinese middle school. The findings show that in teaching content planning, novice and some proficient teachers cares more about the knowledge and the teaching itself, but the expert teachers pay more attention to the students' abilities and development as well as the knowledge; moreover, the novice teachers are more likely to focus on the teaching aims and choosing of teaching aid. This study also has significance in contributing to the teachers' expertise in planning.

关键词： Lesson planning and preparation teaching expertise novice teachers proficient teachers expert teachers

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Autonomy in English Language Teaching: A Case Study of novice Secondary School teachers in Hong Kong

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Chinese Journal of Applied Linguistics 2019年第1期42卷 3-20,136页

作者： Jing HUANG Kenny Yau Ning LOCK Feng TENG Hong Kong Baptist University

Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching ***,they may not always possess the internal capacity and institutional support to take effective control of their *** paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year *** study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English *** paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language *** study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.

关键词： teacher autonomy professional development teacher agency affordances novice teachers

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中学新教师的挑战与支持 ——以津巴布韦贝特布里奇为例

中学新教师的挑战与支持 ——以津巴布韦贝特布里奇为例

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作者： MHONDIWA PAMELA 东北师范大学

学位级别：硕士

The research project Challenges and Support for secondary School novice teachers: A Case Study of Beitbridge,*** the quest to explore these challenges and their support,the researcher used Beitbridge Rural District as a case study in *** researcher used a qualitative *** were selected through purposive *** participants made up this study,12 novice teachers and 3 *** research used the Community of Practice social theory(CoP)propounded by Wenger and *** theory seeks to attach meaning on the challenges and a potential to facilitating on how novice teachers can be *** study was guided by three research questions: *** are challenges faced by novice teachers in Secondary Schools in Beitbridge?*** are the effects of the challenges faced by novice teachers in Secondary schools? *** support strategies can be used to overcome challenges of novice teachers in secondary Schools? These questions helped to answer the study on the challenges and *** showed that novices faced organizational,social and personal challenges as they integrate into their new *** from both School Heads and novices were reflected on this study on how to deal with some of the challenges faced by novices as they integrate into their new educational *** included oriental workshops,managing the school environments,provision of *** results of the study also showed that Beitbridge schools may adopt the Community of practice Social theory into practice as a way to provide platforms for novices to share air out their concerns as they integrate into their new educational environments.

关键词： novice teachers Challenges and Support

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