简论叙事同伴互助视域下英语教师进展叙事设计

论文导读：故事的形式以五个不同空间维度呈现了探讨对象所经历的教师同伴互助历程。第五部分是对数据的浅析和讨论,主要浅析第四部分中所呈现的教师同伴互助活动对该教师的专业知识,专业能力和专业情感三方面的影响,并浅析、总结出这些影响产生的深层次理由。第六部分阐述本探讨的结论、同伴互助历程中有着的不足,提出相关倡议,并指出本
摘要：教师同伴互助作为一种以学校为基地、以教师为本位的原生态教师专业进展形式,越来越受到教育专家的关注和各级学校的重视。然而,在现今的学校操作实践中,同伴互助大多以一种经验式的方式有着,还未形成一种体制,有待于更多深层次的探讨。本探讨就这一热点不足展开,旨在探讨职业学校英语教师在专业生活中经历着怎样的同伴互助历程,对其专业进展产生了何种影响,以及这些影响产生的深层次理由。本探讨在浙江某县的N职业学校进行,选取该校的Lily老师为个案,采取叙事探究和个案故事法,通过课堂观察,深度访谈,阅读教学日志、教学反思、有关教研活动计划的文件和相关活动记录等方式收集数据,对Lily老师的教师专业活动进行深入的探究,通过办公室同事对话、小组备课、教研组“同课异构”活动、校本课题探讨和校际教学交流等五个不同空间维度的故事再现其经历的教师同伴互助活动。以此为基础,浅析在同伴互助历程中Lily老师在思想和行为等方面的变化,所得结论是教师同伴互助能有效推动教师专业知识的扩充,专业能力的提升和专业情感的加强。同时指出这个历程也受其他因素的影响,如：教师的个人特质,教师专业群体的合作氛围以及来自学校的支持等。最后在个案探讨的基础上,本论文又回归论述之高度,阐述了教师同伴互助历程中有着的不足,并提出相应改善的倡议,以期能给其他教师的专业成长之路提供借鉴。本论文分为六个部分。第一部分主要介绍本探讨的缘起、探讨目的和作用。第二部分主要是对相关文献的梳理,包括对同伴互助和教师专业进展的相关文献的梳理。第三部分主要介绍了本论文的探讨不足、探讨对象、探讨策略以及资料收集和浅析的历程。第四部分通过故事的形式以五个不同空间维度呈现了探讨对象所经历的教师同伴互助历程。第五部分是对数据的浅析和讨论,主要浅析第四部分中所呈现的教师同伴互助活动对该教师的专业知识,专业能力和专业情感三方面的影响,并浅析、总结出这些影响产生的深层次理由。第六部分阐述本探讨的结论、同伴互助历程中有着的不足,提出相关倡议,并指出本探讨的局限。关键词：同伴互助论文英语教师论文专业进展论文叙事探究论文
本论文由www.7ctime.com,需要论文可以联系人员哦。ACKNOWLEDGEMENTS3-4
ABSTRACT4-6
摘要6-8
CONTENTS8-11
Chapter One Introduction11-14

1.1 The origin of the study11-12

1.2 Aims and significance of the study12-13

1.3 The structure of the thesis13-14

Chapter Two Literature review14-27

2.1 Research on peer coaching14-19

2.

1.1 Definitions of peer coaching14-15

2.1.2 The origin and development of peer coaching15-17
2.1.3 Different models of peer coaching17-18
2.

1.4 Characteristics of peer coaching18-19

2.2 Research on teacher professional development19-25
2.2.1 Definitions of teacher professional development20-21
2.2.2 Contents of teacher professional development21-22
2.2.3 Approaches to teacher professional development22-24
2.2.4 Characteristics of efficient activities for teacher professional development24
2.2.5 Influencing factors of teacher professional development24-25
2.3 Resea论文导读：ultsofNarrativeInquiry34-484.1Peercoachinginofficecommunications34-364.2Peercoachingingrouplessonplanning36-404.eercoachinginhingheterogeneouslessons40-444.4Peercoachinginmakingaresearchproject44-464.5Peercoachingininter-schoolinstructionandresearchactivities46
rch on Engpsh teachers' professional development25-27
Chapter Three Methodology27-34

3.1 Research questions27

3.2 Participants27-28

3.3 Research methods28-31

3.1 Case study29-30

3.2 Narrative Inquiry30-31

3.4 Data collection31-32

3.5 Data analysis32-34

Chapter Four The Results of Narrative Inquiry34-48
4.1 Peer coaching in office communications34-36
4.2 Peer coaching in group lesson planning36-40
4.3 Peer coaching in hing heterogeneous lessons40-44
4.4 Peer coaching in making a research project44-46
4.5 Peer coaching in inter-school instruction and research activities46-48
Chapter Five Analysis and Discussion48-60
5.1 Understanding of the teacher's development in the process of peer coaching48-55
5.1.1 The enrichment of professional knowledge48-50
5.1.2 The improvement of professional competence50-54
5.1.3 The enhancement of professional emotions54-55
5.2 The major factors contributing to the teacher' development in peer coaching55-60
5.

2.1 The Teacher's personapty56-57

5.2.2 The collaborative atmosphere of the professional teacher communities57-58
5.2.3 Support from school organizations58-60
Chapter Six Conclusion60-66

6.1 Major findings60-61

6.2 The existing problems to peer coaching61-62

6.3 Suggestions62-66

6.

3.1 For individual teachers62-64

6.

3.2 For school organizations64-66

References66-70
Appendices70-92
Appendix 170-72
Appendix 272-74
Appendix 374-86
Appendix 486-89
Appendix 589-92
攻读学位期间发表的学术论文92-94