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高校英语教师教育者学科教学知识发展研究（英文版）
作者：郭晓梅
出版社：上海交通大学出版社
出版时间：2020-12-01
ISBN：9787313238597
定价：¥98.00
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内容简介
《高校英语教师教育者学科教学知识发展研究（英文版）》在认知和社会建构理论基础上，以舒尔曼及其后来发展的学科教学知识理论模型为框架，旨在厘清中国高校英语教师教育者的学科教学知识形成和发展的过程。《高校英语教师教育者学科教学知识发展研究（英文版）》采用探索和解释的研究范式，通过问卷调查、正式与非正式访谈、案例观察以及收集教学研究资料等具体方法，研究高校英语教师教育者学科教学知识的构成、构成要素之间的关系、学科教学知识从何而来、知识的演进发展、影响高校英语教师教育者的学科教学知识的发展的因素等问题。《高校英语教师教育者学科教学知识发展研究（英文版）》适合高校教师教育者阅读，以期为其实际工作提供启示和建议。《当代外语研究论丛》是一个具有开放性和创新性的学术平台，旨在探索当代外语研究的新领域，多角度展示研究成果。《当代外语研究论丛》在为当代语言学、外国文学、外语教学法、翻译学以及跨文化比较研究、发展提供学者间交流机会的同时，继续学科融通、兼收并蓄的编辑理念，崇尚原创作品，力推新人新作。
作者简介
郭晓梅，上海外国语大学副教授，硕士导师，上海外国语大学英语语言文学博士毕业。先后在美国滑石大学、澳大利亚悉尼大学、马萨诸塞州立大学波斯顿校区和加拿大多伦多大学教育学院OISE学习和访问。教学方面，为本科生开设英语技能课，包括听力课、综合英语课、语音课，以及英语教学理论及方法课，为硕士生开设教育理论与课堂实践的课程，“英语教学理论及方法”获上海外国语大学精品课程立项。编著了《实用英语会话》（外语教育出版社2005），撰写了论文十余篇。同时担任教育部研究生学位委员会论文评审专家，上海外国语大学课程与教学论硕士二级学科点负责人。
目录
Chapter One Introduction
1．1 Research Background
1．1．1 Teacher and teacher education
1．1．2 Government policies and documents
1．1．3 The status quo of university English teachers and teacher educators
1．1．4 The study of teacher knowledge and PCK （pedagogical content knowledge）
1．2 The Researcher and the Research
1．3 The Purpose and Significance of the Research
1．4 Definition of Key Terms and Research Questions
1．5 The Structure of This Book
Chapter Two Literature Review
2．1 Theoretical Foundation
2．1．1 Cognitive constructivism
2．1．2 Social constructivism
2．1．3 Reflective practice
2．2 Teachers' Professional Development
2．2．1 The origin of teachers' professional development
2．2．2 The nature of teachers' professional development
2．2．3 Models， sequences and methods of teachers' professional development
2．3 Teacher Educators
2．3．1 Definitions
2．3．2 Standards set by the organizations
2．3．3 Research on teacher educators
2．4 Teachers' Knowledge Base
2．5 PCK and Models
2．5．1 Shulman's model
2．5．2 Grossman's model
2．5．3 Cochran et al．'s model
2．5．4 Gess-Newsome's model
2．5．5 Multiple components model
2．5．6 Evolved and modified models
2．5．7 Summary of the PCK traditional models
2．6 Research on PCK
2．6．1 The construct and conception of PCK
2．6．2 The pattern and representation of PCK
2．6．3 Sources and development of teachers' PCK
2．6．4 Teacher educators' PCK
2．7 Teachers' TPACK
……
Chapter Three PCK of University English Teacher Educators
Chapter Four Research Design
Chapter Five RQ1 Findings and Interpretations
Chapter Six RQ2 Findings and Interpretations
Chapter Seven RQ3 Findings and Interpretations
Chapter Eight Discussion
Chapter Nine Conclusion
References
Appendices
Index
1．1 Research Background
1．1．1 Teacher and teacher education
1．1．2 Government policies and documents
1．1．3 The status quo of university English teachers and teacher educators
1．1．4 The study of teacher knowledge and PCK （pedagogical content knowledge）
1．2 The Researcher and the Research
1．3 The Purpose and Significance of the Research
1．4 Definition of Key Terms and Research Questions
1．5 The Structure of This Book
Chapter Two Literature Review
2．1 Theoretical Foundation
2．1．1 Cognitive constructivism
2．1．2 Social constructivism
2．1．3 Reflective practice
2．2 Teachers' Professional Development
2．2．1 The origin of teachers' professional development
2．2．2 The nature of teachers' professional development
2．2．3 Models， sequences and methods of teachers' professional development
2．3 Teacher Educators
2．3．1 Definitions
2．3．2 Standards set by the organizations
2．3．3 Research on teacher educators
2．4 Teachers' Knowledge Base
2．5 PCK and Models
2．5．1 Shulman's model
2．5．2 Grossman's model
2．5．3 Cochran et al．'s model
2．5．4 Gess-Newsome's model
2．5．5 Multiple components model
2．5．6 Evolved and modified models
2．5．7 Summary of the PCK traditional models
2．6 Research on PCK
2．6．1 The construct and conception of PCK
2．6．2 The pattern and representation of PCK
2．6．3 Sources and development of teachers' PCK
2．6．4 Teacher educators' PCK
2．7 Teachers' TPACK
……
Chapter Three PCK of University English Teacher Educators
Chapter Four Research Design
Chapter Five RQ1 Findings and Interpretations
Chapter Six RQ2 Findings and Interpretations
Chapter Seven RQ3 Findings and Interpretations
Chapter Eight Discussion
Chapter Nine Conclusion
References
Appendices
Index
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