外语教师教育研究综述Teacher Education外语教师教育简介:教师教育(职前和在职教育)多年来主要沿袭传统和基于一般经验，缺乏系统的理论和实证研究作为基础(Carter 1990 ; Freeman 1996)。

普通教育1980s (Shulman 1987) 倡导“基于研究的教师教育”始于20世纪80年代中期, 而在外语或二语(以下统称外语)教育领域则在90年代以后。

国内外语界近年来也开始重视教师教育与发展研究。

（Cambridge,P13）1990s-refinging the scope of second language teacher education: Richards and Nunan’s(1990) Second Language Teacher EducationSLTE included not simply what teachers need to learn, but increasingly how they would learn it. ..there were professional learning processes in which language teachers engaged(Freeman and Richards 1996;Woods 1996). The nature of knowledge base of SLTE (Freeman and Johnson 1998) Presently,Socio-professional identity外语教师教育背景：1)课程改革的现实需求2)教师专业化运动的推动3)新兴社科理论的影响：建构主义对知识传授型的教师教育提出挑战;信息加工理论引发了对教师思维过程和对比专家 - 新教师的研究(Clark & Peterson 1986);实践认识论(Schon 1983)、社会文化理论及活动理论(Vy2gotsky 1978)等新视角刺激了教师学习与发展的新探索;社会批判及后现代思潮使人们重新审视教师的生命本质和社会角色(如 Wu 2002);而解释 - 现象学方法论则深刻影响了以“质”为特征的教师教育研究。

Teacher training, teacher education, teacher development, teacher preparation:professional development, continuing professional development (CPD) and staff development:…it places self-development at the centre of a de fin ition of language teacher development. Self-direction is as important in teacher development as it is in language learning (see Nunan & Lamb 1996) Brockett & Hiemstra (1991: 29)defi n e self-direction as the ’characteristics of an individual that predispose one toward taking primary responsibility for personal learning endeavours’.The t erm ‘train’ has unfortunate collocations. As Edge (2003a: 7) says ‘to train is to instill habits or skills, and the word collocates just as happily with dogs and seals as with teachers’. The negative connotation of the term training has led to greater adoption of the term ‘teacher preparation’.Continuing Professional development(Barduhn 2002) is career orientated and has a narrower, more instrumental and utilitarian remit. Arguably, teacher development is more inclusive of personal and moral dimensions.Pettis (2002), Johnston (2003) and Miller (2004) present conscious engagement with teacher development as an individual moral commitment.Pre-service training or initial teacher education has the function of giving guidance to possible pedagogic choices, teaching strategies, L2 methods, course design and coursebook materials. This can provide stability and security for new teachers and is ‘a necessary stage of development for professionals’(Clarke 1982: 447).Language teacher development is✧ a bottom–up process and as such can be contrasted with top–down staffdevelopment programmes;✧values the insider view rather than the outsider view;✧is independent of the organization but often functioning moresuccessfully with its support and recognition;✧is a continuing process of becoming and can never be finished;✧is a process of articulating an inner world of conscious choices madein response to the outer world of the teaching context;✧is wider than professional development and includes personal, moraland value dimensions;✧can be encouraged and integrated in both training and educationprogrammes外语教师教育的概念重构：澄清教学概念:教学是复杂的认知活动重构教师的知识基础:个人实践知识走向合法化理解教师学习的本质和教师教育的作用教师决策研究(teacher decision-making)教师知识/观念研究教师学习/发展的研究趋势：基于新概念的、以教师为中心的教师教育/专业发展方案正在形成 (如 Roberts 1998) ;新的教师发展策略层出不穷 ,如反思性教学(Farrell 1999) 、合作行动研究(Burns 1999) 、探究性实践(Allwright 2003) 、案例教学(Reichelt 2000) 、融学科知识与教学知识发展于一体(韩刚 ,？)。

The emergence of such issues as reflective teaching and critical pedagogy for example arose from within the profession largely as a result of self-imposed initiatives. At the same time the development of SLTE has also been impacted by external pressures, for example by globalization and the need for English as a language of international trade and communication, which has brought with it the demand by national educational authorities for new language teaching policies, for greatercentral control over teaching and teacher education, and for standards and other forms of accountability.The relationship between practical teaching skills and academic knowledge and their representation in SLTE programs has generated a debate ever since, although as we will see in what follows is now part of the discussion of a much wider range of issues. In the 1990s the practice versus theory distinction was sometimes resolved by distinguishing “teacher training”from “teacher development”, the former being identified with entry-level teaching skills linked to a specific teaching context, and the latter to the longer-term development of the individual teacher over time. Training involved the development of a repertoire of teaching skills, acquired through observing experienced teachers and practice-teaching in a controlled setting, e.g. through micro-teaching or peer-teaching. Good teaching was seen as the mastery of a set of skills or competencies. Qualifications in teacher training such as the CELTA (Certificate in English Language Teaching to Adults) were typically offered by teacher training colleges or by organizations such as the British Council. Teacher development on the other hand meant mastering the discipline of applied linguistics. Qualifications in teacher development, typically the MA degree, were offered by universities, where the practical skills of language teaching were often undervalued.By the present time the contrast between training and development has been replaced by a reconsideration of the nature of teacher learning, which is viewed as a form of socialization into the professional thinking and practices of a community of practice. SLTE is now also influenced by perspectives drawn from sociocultural theory(Lantolf 2000) and the field of teacher cognition (Borg, 2006). The knowledge base of teaching has also been re-examined with a questioning of the traditional positioning of the language-based disciplines as the major foundation for SLTE (e.g. linguistics, phonetics, second language acquisition) (Freeman 2002). At the same time it has also been affected by external factors -by the need to respond to the status of English as an international language and the demand worldwide for a practical command of English language skills. --The Cambridge Guide to Second Language Teacher Education.PDF，P1-3---Language Teacher Education-an Integrated Programme for EFL Teaching Training.PDF, P:35教师专业化发展：The professionalism of English teaching is seen in the growth industry devoted to providing language teachers with professional training and qualifications, in continuous attempts to develop standards for English language teaching and for English language teachers, to the proliferation of professional journals and teacher magazines, conferences and professional organizations, to attempts in many places to require non-native speaker English teachers to demonstrate their level of proficiency in English as a component of certification, to the demand for professional qualifications for native-speaker teachers, and to the greater level of sophisticated knowledge of language teaching required of English teachers. Becoming an English language teacher means becoming part of a worldwide community of professionals with shared goals, values, discourse,and practices but one with a self-critical view of its own practices and a commitment to a transformative approach to its own role.--The Cambridge Guide to Second Language Teacher Education.PDF教师知识：-Shulman（1987）的分析性框架（1）学科知识（subject content knowledge）；（2）一般性教学知识（general pedagogical knowledge）；（3）课程知识（curriculum knowledge）；（4）学科教学知识(pedagogical content knowledge, PCK)；（5）学习者知识（knowledge of learners and their characteristics）；（6）教育环境知识（knowledge ofeducational contexts ）；（7）教育目的和目标、价值及其哲学和历史基础-Richards (1998)的外语教师知识（1）教学理论知识；（2）课堂教学技能和课堂管理；（3）目的语交际技能/能力；（4）学科知识；（5）教学推理（reasoning ）和决策能力；（6）环境知识(J. C. Richards. 1998. Beyond Training. CUP.)国外学者（REYNOLDS，1989；GROSSMAN，1990），国内学者（辛涛、申继亮、林崇德等）从20世纪90年代开始关注教师专业知识构成。