Abstract
With the development of the reform of China’s foreign language teaching and foreign language teacher education, there has been a growing demand for high-quality foreign language teachers. In this context, foreign language teacher education and construction of foreign language teachers’ professional development are of particular importance (Song 2009; Jiang 2011a, b). The teacher is the key to educational reform and enhancing teaching quality, and teachers’ level of language competence, teaching beliefs, teaching skills, and the ability to develop independently are all factors that may limit an individual’s ability to improve the in teaching skills. Therefore teachers must actively seek professional development and constantly improve their teaching competence in order to meet the needs of educational reform and development.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Anderson, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. Modern Language Journal, 81(1), 15–27.
Boyer, E. (1995). The basic school: A community for learning. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
Cao, T. S., & Lu, N. J. (2007). Partners’ collaboration and teachers’ empowerment: A new perspective on teachers’ professional development. Beijing: Educational Science Publishing House.
Chen, J. G. (2007). From teaching and research group to collaborative researching group: Reference from teachers’ professional community. Shenyang: Liaoning Educational Research Press.
Chen, X. M. (2003). Learning to do qualitative research in action. Beijing: Educational Science Publishing House.
Combs, A. W. (1965). The professional education of teachers. Boston: Allyn & Bacon.
Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21.
Craig, C. (2001). The relationship between and among teacher knowledge, communities of knowing, and top down school reform. Curriculum Inquiry, 31(3), 303–331.
Craig, C. (2011). Teacher community: Whose version. Paper Presented at the 4th National Symposium on Foreign Language Teacher Education and Development, China, 2011.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Ellis, R., & MeClintock, A. (1990). If you take my meaning: Theory into practice in human communication. London: Edward Arnold.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.
Fosnot, C. T. (1989). Enquiring teachers, enquiring learners. New York: Teachers College Press.
Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.
Fullan, M. (2004). Change forces: Probing the depths of educational reform. Beijing: Educational Science Publishing House.
Glaserfeld, V. (1990). Introduction to psychology. New York: Harcourt Brace Jovanovich.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942.
Hargreaves, A., & Fullan, M. G. (1992). Understanding teacher development. London: Cassell.
Hildreth, P., & Kimble, C. (2004). Knowledge networks: Innovation through communities of practice. London/Hershey: Idea Group Inc.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.
Jia, A. W. (2005). Literature review of foreign language teacher and professional development. Foreign Language World, 105(1), 61–66.
Jiang, Y. H. (2011a). A study on teaching efficacy in the context of teacher-student interaction in EFL classrooms: Implications for English teachers’ professional development in Southwest ethnic minority region. Journal of Research on Education for Ethnic Minorities, 3, 86–90.
Jiang, Y. H. (2011b). Reflection, change, and reconstruction in the context of educational reform and innovation in China: Towards an integrated framework centred on reflective teaching practice for EFL teachers’ professional development. Unpublished PhD. dissertation, University of Cambridge, Cambridge.
Jiang, Y. H. (2012). Reflection, change, and reconstruction in the context of educational reform and innovation in China: Towards an integrated framework centred on reflective teaching practice for EFL teachers’ professional development. Newcastle upon tyne: Cambridge Scholars publishing, UK
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Little, J. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, 917–946.
Littlewood, W. (2000). Communicative language teaching. Beijing: Foreign Language Teaching and Research Press.
Liu, Y. C. (2007). From teacher group to learning community: Towards an integrated framework for studying college English teachers’ professional development. Chinese Journal of Applied Linguistic, 10(5), 75–85.
Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learning through modelling. London: The Falmer Press.
Lu, J. C. (2006). A case study on kindergarten teachers’ learning in communities of practice. Unpublished M.A. thesis, East China Normal University, Shanghai.
Manabu S. (translated by Zhong, Q. Q.). (2010). School’s challenge: Construction of learning community. Shanghai: East China Normal University Press.
Meighan, R., & Meighan, J. (1990). Alternative roles for learners with particular reference to learners as democratic explorers in teacher education courses. The School Field, 1(1), 61–77.
Peng, H. (2012). Exploring teacher learning community for teachers’ professional development: An ethnographic study of high school English teachers in Xinjiang Uygur Autonomous Region. Unpublished M. A. thesis, Southwest University, Chongqing.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–16.
Richards, J. C., & Lockhart, C. (2000). Reflective teaching in second language classrooms. Beijing: People’s Education Press.
Rosenshine, B., & Furst, N. (1973). The use of direct observation to study teaching. In R. Travers (Ed.), Second handbook on research on teaching (pp. 122–183). Chicago: Rand McNally.
Scrivener, J. (2002). Learning teaching: A guidebook for English language teachers. Shanghai: Shanghai Foreign Language Education Press.
Song, Y. M. (2009). A survey of college English teachers’ professional development situation. Journal of Hebei Youth Administrative Cadres College, 4, 102–104.
Vygotsky, L. S. (1978). Mind in society. Cambridge, Mass: MIT Press.
Wang, H. Y. (2012). Novice teacher learning in the school practice community. Chongqing: Chongqing University Press.
Wang, X. (2008). A case study on teachers’ learning in professional development. Unpublished M. A. thesis, East China Normal University, Shanghai.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Willis, J., & Willis, D. (2002). Challenge and change in language teaching. Shanghai: Foreign Language Education Press.
Ye, H. L. (2011). “Practice community” and its implication to teachers’ professional development. Contemporary Educational Science, 6, 24–26.
Zhang, P., & Zhu, P. (2009). The teacher’s practical community: A new perspective of teachers’ professional development. Teacher Education Research, 2, 56–60.
Zhao, J., & Wu, G. (2008). Construction of learning community. Shanghai: Shanghai Educational Press.
Zheng, W. (2012). Learning community: An ideal design of the learning environment of cultural ecology. Beijing: Educational Science Publishing House.
Zhou, X. (2011). Legitimate peripheral participation: A key approach to novice teachers’ professional development. Journal of Educational Development, 6, 62–64.
Zhou, Y. (2008). A study of Chinese college English teachers’ development model. Foreign Language Learning Theory and Practice, 3, 40–47.
Zhou, Y., Cao, R. P., & Wang, W. F. (2008). Developing in teaching and interaction: A study of foreign teachers’ developing conditions and process. Foreign Language Research, 3, 51–55.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2017 Springer-Verlag GmbH Germany
About this chapter
Cite this chapter
Jiang, Y. (2017). English Teacher Learning in Communities of Practice. In: A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-53637-7_8
Download citation
DOI: https://doi.org/10.1007/978-3-662-53637-7_8
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-53635-3
Online ISBN: 978-3-662-53637-7
eBook Packages: EducationEducation (R0)