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本文转载自《Professional Development for Language Teachers-Strategies for Teacher Learning(2005)》，作者 Jack C. Richards (SEAMEO Regional Language Centre) Thomas S. C. Farrell (Brock University) 注释：武太白 提示：文末有一个问题，欢迎回复答案给本微信公众号（“武太白金星人”），积累参与分（1分）、答对分（3分），如帮我们转发本篇文章，还可获得分享分（1分），长期累积，可兑换各种中小学英语图书、教师发展类书籍和电子资源。 ------------------------ Collaborative learning Although much teacher development can occur through a teacher’s own personal initiative 个人努力, collaboration with others both enhances 增进 individual learning and serves the collective goals 总体目标 of an institution. Most successful organizations depend on people working effectively together in teams, but special effort often has to be made to develop teamwork in schools because teaching is generally seen as an individual activity. The goals of collegial forms 员工合作形式 of professional development are to encourage greater interaction between teachers, peer-based learning 基于同伴的学习 through mentoring, and sharing skills, experience, and solutions to common problems. The school is viewed as a learning community. Collaborative professional development projects allow tasks and responsibilities to be shared. For a culture of cooperation to develop in a school, opportunities need to be provided for teachers to work and learn together through participation in group-oriented activities with shared goals, and responsibilities, involving joint problem solving. Collegiality creates new roles for teachers, such as team leader, teacher trainer, or critical friend 批判性的朋友. Cooperation becomes a value that can guide the process of teacher development. It is “grounded 植根于 in the human moral and social capacity to take the position of the other through numerous forms of reciprocity 互补性, mutuality 双向性, and give and take” (Brody & Davidson, 1998, p. 6). Successful collaborative learning cannot be taken for granted, however, and must be carefully planned and monitored 监控. The following vignette, from a teacher in the Philippines, demonstrates the crucial role collaborating with others can play in a teacher’s development. Vignette I got my degree with a major in English from one of the best private universities in our city. But this didn’t make my teaching career easy. When I started teaching, I felt so limited with the way I handled my class. I could not even identify 确认 what teaching methods I was using. I was dependent on the teacher’s manual 教师用书 to the students’ textbook and limited to teaching suggestions from some of my colleagues. I felt I wasn’t really doing any justice in my teaching and I realized I needed to learn more. Having to face more than sixty students in a classroom every day forced me to read whatever I could, to experiment, and to consult others with more experience. I was fortunate to have been sent to participate in several training seminars and workshops at local, regional, and national levels. My participation in these courses and workshops enhanced my skills and better equipped 武装 me as an English language teacher and helped me make a quick adjustment to my “baptism of fire 火的洗礼” in the teaching profession. I was very lucky to be asked to join a team working on planning a syllabus 大纲 for secondary level. I learned so much in the process. Researching and collaborating with members of the group was very enriching. From my more experienced colleagues I have learned the importance of considering students’ interests and proficiency level 能力水平 in preparing lessons and the need to use feedback from students to make necessary adjustments 调整 in my teaching. I know my 5-year teaching experience is not enough. I believe I still need to deepen my content knowledge and learn new methods of teaching, devote more time to working with colleagues, to examine new standards being proposed, and to seek innovative ways 创新的方式 to improve student achievement, promote quality teaching, and motivate students. I am currently completing a diploma course 学历课程 in applied linguistics 应用语言学, which is providing many opportunities to develop, master, and reflect on new approaches to working with students. Ali Anudin ------------------------ Reflection (Credit Questions) What are some of the classroom realities that a university degree may not adequately prepare a teacher for? What do you think teachers can learn working on group projects? ------------------------ |
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来自： 昵称70926123 > 《待分类》
