詹姆斯库克论文代写:语言教育研究

2017-06-04 00:33

语言教育研究涉及教师知识分类。这些类别便于分析，可以采用告知教师教育。提出教师知识的分立的范畴指出了减少教师知识的复杂性（庄士敦et al.，2000）尤其是当知识类型之间的界限是模糊（Sengupta和肖，2002）。在教师知识的发展被提及最多的来源是教师教育教学经验。华勒斯，他通过反思的教师专业发展模式，突出了两个元素，教师知识相关；接收知识手段的事实、数据、理论等，通过必要的会议或与特定行业的研究以及经验知识指的是“实际所取得的经验，专业的行动”（华勒斯，1991：52）。这两类教师知识之间的张力芒比等人的存在。（2001）在《教师知识及一般教育发展文献》中。根据芒比，张力可以称之为思想的两种模式之间。燃烧器（1985）已陈述；第一反映陈述性或命题知识，第二指的是程序性和经验性知识。然而，这些类型的知识可以一起工作作为一个整体，而不是单独的竞争部分。休恩梅克的（2002）的研究说明了如何在个人知识的辩证关系，教师的教育理论知识和实践知识.
詹姆斯库克论文代写:语言教育研究
Research in language education has involved teacher knowledge categorization. These categories are convenient for analysis and could be adopted to inform teacher education. Presenting separate and discrete categories of teacher knowledge has pointed out to minimize the complexity of teacher knowledge (Johnston et al., 2000) especially when the boundaries among types of knowledge are fuzzy (Sengupta &Xiao, 2002).In terms of teacher knowledge development the most mentioned sources are teacher education and teaching experience. Wallace as well, in his adopted reflective model of teacher professional development, highlights two elements related to teacher knowledge; the received knowledge that means 'facts, data, theories, etc- which either by necessity or by convention associated with the study of a particular profession' as well as the experiential knowledge which refers to "the practical experience gained by the professional action" (Wallace, 1991: 52). A tension between these two major types of teacher knowledge exists as Munby et al. (2001) identified in their review in of literature of teacher knowledge and development in general education. According to Munby, a tension can be termed as between two modes of thoughts. Burner (1985) has stated; the first reflects the declarative or propositional knowledge and the second refers to the procedural and experiential knowledge. However, those types of knowledge can work together as an integral whole instead of separate competing parts. Schoonmaker's (2002) study illustrates how there is a dialectic among personal knowledge, teacher education knowledge and practical knowledge.

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