【摘 要】
：
With secondary English language teaching in China undergoing important reforms regarding its goals,standards,curriculums,textbooks,methodologies,and examinations,EFL teacher education is facing both s
【机 构】
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National Research Center for Foreign Language EducationBeijing Foreign Studies University
【出 处】
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加拿大人文社科基金重大合作项目,东北师范大学
论文部分内容阅读
With secondary English language teaching in China undergoing important reforms regarding its goals,standards,curriculums,textbooks,methodologies,and examinations,EFL teacher education is facing both strenuous challenges and unprecedented opportunities for further development.Ericsson(2005)defined deliberate practice as special activities that are developed for individuals to improve and repeatedly pursued by individuals with feedback from experts.Lesson study,as a means of deliberate practice,is effective in improving teachers?teaching in subject matter and altering their perceptions towards teaching.However,we still do not know much about exactly what and how teachers learn from the process of conducting research lessons in China.This study adopts a case study methodology to examine an experienced EFL teacher?s changes in beliefs and instructional practices in the cycle of conducting research lessons which creates intense experiences for her.Data analyses indicate that,firstly,there is an obvious shift in focus from teaching to students and learning,especially believing in that students can be freed and trusted.Secondly,teachers?instructional strategies are enriched and research ability enhanced.Thirdly,formation of supportive collaboration was established.The process enables the teacher to explore more aspects in teaching as well as provide them with new skills,new insights and a vision of new possibilities.
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