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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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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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