[email protected] | |
3275638434 | |
Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
The Forming Mechanism of Foreign language Teachers’ Professional Development Community
WU Shu-jing
Full-Text PDF XML 415 Views
DOI:10.17265/1539-8072/2018.07.003
Binzhou University, Shandong, China
Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers’ professional development community, and constructs the model and forming mechanism of foreign language teachers’ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities.
learning community, foreign language teachers, mechanism
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Bao, G. (2017). Constructing the community of teacher education in the perspective of collaborative innovation. Higher Education Exploration, (4), 120-123.
Chesbrough, H. (2003). Open innovation: The new imperative for creating and profiting from technology. Brighton: Harvard Business School Press.
Dai, W. (2013). The orientation, layout and development of China foreign language major education. Contemporary Foreign Language Studies, (7), 1-12.
He, X. R., & Liu, M. K. (2013). Self-organization ecology and mechanism of online learning community. Modern Educational Technology, 23(9), 86-90.
Huang, J. (2018). Sharing: An research approach on forming the mechanism of life community. Journal of Jiangxi Normal University (Philosophy and Social Sciences Edition), 51(2), 113-119.
Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Education, 51(3), 221-227.
Liu, Y. D., & Zhou, Y. (2015). Construction of university EFL Teacher professional community from the perspective of sustainable development. Journal of Hebei University (Philosophy and Social Science), 40(1), 109-115.
Qi, M. J., & Wang, X. M. (2018). The construction of foreign language teachers’ network learning community from the perspective of activity theory. Journal of Tianjin Normal University (Elementary Education Edition), 19(3), 12-18.
Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In S. A. Barab, R. Kling, and J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 16-50). New York: Cambridge University Press.
Wen, Q. F., & Ren, Q. M. (2011). A new interactive model for tertiary EFL teacher education in China. Modern Foreign Languages, 34(1), 83-90.
Wen, Q. F. (2017). A theoretical framework for developing a professional learning community of university foreign language teachers. FLLTP, (3), 1-9.
Yuan, W. X. (2010). Self-organizing feature and forming mechanism of teacher learning community. Education Science, 26(5), 59-63.