-
1.
教师知识
1.1
期刊类
Clandinin,
D.
J.,
&
Connelly,
F.
M.
(1986).
Rhythms
in
teaching:
The
narrative
study
of
teachers’
personal
practical
knowledge
of
classrooms.
Teaching and
Teacher Education,
2
(4), 377-387.
Clandinin,
D.
J.,
&
Connelly,
F.
M.
(1996).
Teachers’
professional
knowledge
landscapes:
Teacher
stories-stories
of
teachers-school
stories-stories of schools.
Educational Researcher
,
25
(3), 24-30.
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1986).
On
narrative
method,
personal
philosophy
and
narrative
unities
in
the
story
of
teaching.
Journal of
Research in Science Teaching,
23
(4), 293-310.
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1990).
Stories
of
experience
and
narrative inquiry.
Educational Researcher,
19
(5), 2-14.
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(2001).
Telling
and
retelling
our
stories
on
the
professional
knowledge
landscape.
Teachers
and
Teaching: Theory and
Practice, 7
(2),143-156.
Connelly, F. M., Clandinin, D. J., &
He, Ming Fang. (1997). Teachers’
personal
practical
knowledge
on
the
professional
knowledge
landscape.
Teaching and
Teacher Education
, 13 (7),665-674.
Elbaz, F. (1981). The teacher’s
“practical knowledge”: A report of a case
study.
Curriculum
Inquiry
, 11 (1),43-71.
Fenstermacher, G. D. (1994). The knower
and the known: The nature of
knowledge
in the research on teaching. In L. Darling-Hammond
(Ed.),
Review
of
Research
in
Education
(pp.3-56).
Washington
D.
C.:
AERA.
Freeman,
D.
(2002).
The
hidden
side
of
the
work:
Teacher
knowledge
and learning to
teach.
Language Teaching
,
(34),1-13.
Grossman,
P.
L.
(1989).
A
study
in
contrast:
sources
of
pedagogical
content
knowledge
for
secondary
English
teachers.
J
ournal
of
Teacher Education
, 40 (5),
24-32.
Johnson, K. E. (1996). The role
of theory in L2 teacher education.
TESOL
Quarterly
,
(30), 765-772.
Shulman, L. S. (1987).
Knowledge and teaching: foundation of the new
reform.
Harvard Educational
Review
, 15 (2), 4-14.
陈向明
(2003)
，实践性知识：教师专业发展的知识基础，《北京大
学教育评论》，
(1): 104-112
。
< br>姜美玲（
2008
），《教师实践性知识研究》，上海：
华东师范大学出
版社。
刘清华（
2004
），《教师知识的模型建构研究》，北京：中国社会科
学出版社。
叶澜、
白益民、
王枬、
陶志琼
（
2001
）
，
《教师角色
与教师发展新探》
，
北京：教育科学出版社。
< br>
1.2
专著类
Clandinin,
D.
J.,
&
Connelly,
F.
M.
(1999).
S
haping
of
professional
identity:
Stories
of
educational
practice
.
New
York:
Teachers
College Press.
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1984).
The
Role
of
Teachers'
Personal Practical Knowledge in
Effecting Board Policy. Volume 1:
Problem,
Method,
and
Guiding
Conception.
Toronto:
Ontario
Inst.
for
Studies in Education. (ERIC Document Reproduction
Service No.
ED 271 535).
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1984).
The
Role
of
Teachers'
Personal Practical Knowledge in
Effecting Board Policy. Volume II:
Development
and
Implementation
of
a
Race
Relations
Policy
by
Toronto
Board
of
Education.
Toronto:
Ontario
Inst.
for
Studies
in
Education. (ERIC Document Reproduction
Service No. ED 271 536).
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1984).
The
Role
of
Teachers’
Personal Practical Knowledge in
Effecting Board policy. Volume 3:
Teachers’ Personal Pra
ctical
Knowledge.
Toronto: Ontario Inst. for
Studies
in
Education.
(ERIC
Document
Reproduction
Service
No.
ED
271 537).
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1984).
The
Role
of
Teachers’
Personal Practical Knowledge in
Effecting Board Policy. Volume 4:
Teac
hers’
Personal
Practical
Knowledge
and
Race
Relations.
Toronto:
Ontario
Inst.
for
Studies
in
Education.
(ERIC
Document
Reproduction Service No. ED 271 538).
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1988).
Teachers
as
curriculum
planners:
Narrative of experiences
. New York:
Teachers College.
Connelly,
F.
M.,
&
Clandinin,
D.
J.
(1995).
Teachers’
professional
knowledge
landscapes
, New York: Teachers’ College
Press.
Dewey,
J.
(1933).
How
we
think:
A
restatement
of
the
relation
of
reflective
thinking
to
the
educative
process
.
Buffalo,
NY:
Prometheus Books.
Elbaz,
F.
(1983).
Teacher
thinking:
A
study
of
practical
knowledge
.
London: Croom Helm.
Grossman, P. L. (1994). Teachers’
knowledge. In Husen & Postlehtwaite
(Eds.),
The
International
encyclopedia
psychology
.
New
York:
Pergamon.
Habermas,
J.
(1978).
Knowledge
and
human
interests
(2nd
edition)
.
London:
Heinemann.
Johnson,
K.
E.
(2009).
Second
language
teacher
education:
A
sociocultural perspective.
New York & London: Routledge.
Richards,
J.
C.
(1998).
Beyond
training
.
Cambridge:
Cambridge
University Press.
Shulman, L. S. (1986). The paradigms
and research programs in the study
of
teaching:
A
contemporary
perspective.
In
M.
Wittrock
(Ed.),
Handbook
of
research
on
teaching,
(3
rd
ed.,
pp.
3-36).
New
York:
Macmillan.
Tsui, A. B. M.
(2003).
Understanding expertise in
teaching: Case studies
of
second
language
teachers.
Cambridge:
Cambridge
University
Press.
陈向明
（
2011
）
，
《搭建实践与理论之桥
——
教师实践性知识研究》
，
北京：教育科学出版社。
吴一安（
2007
），《
中国高校英语教师教育与发展研究》，北京：外
语教学与研究出版社。
< br>
1.3
网站、数据库类
中国教师教育网：
/
中国教师网：
/
中国高等学校教师网：
/
全国特级教师网：
/
中国幼儿教师网：
/
英语教师网：
/
中国英语教师网：
/index/
易百特教师资源网站：
/
2.
教师认同
2.1
书目
Clarke, M. (2008).
Language
teacher identities: Co-constructing discourse
and community
. Toronto:
Multilingual Matters.
Connelly, F. M., & Clandinin, D. J.
(1999).
Shaping a professional
identity:
Stories of education
practice.
London, ON: Althouse Press.
De Fina, A., Schiffrin, D.,
& Bamberg, M. (2006).
Discourse and
identity
.
Cambridge: CUP.
Elbaz, F. (2005).
Teachers’
voices: Story telli
ng and
possibility
. Greenwich:
Information Publishing.
Miller, M. (2003).
The
social fashioning of teacher
identities
. New York:
Peter
Lang Publishing.
Wenger,
E.
(1998).
Communities
of
practice:
Learning,
meaning,
and
identity
.
Cambridge University Press, Cambridge.
吴一安等
（
2009
），中国高校英语教师教育与发展研究，北京：外
语教
学与研究出版社。
刘熠
（
2010
）
，叙事视角下的大学公共英语教师职业
认同建构研究，
北京：外语教学与研究出版社。
郝彩虹（
2014
），大学英语教师的专业身份认同
危机及应对研究，重
庆：重庆大学出版社。
2.2
重要期刊
Teaching and Teacher Education: An
International Journal of
Research and
Studies
一份基于国际化背景与视野下的教师、教学和教师教育的学术期刊，<
/p>
主要发表关于教学与教师教育的理论、
研究与实践的学术文章，<
/p>
是研
究者了解各个学科教师教育研究最近进展的重要国际期刊。<
/p>
TESOL Quarterly
英
语作为第二语言教育领域的专业权威国际期刊，包含关于二语教
学、研究方法、课程大纲
设计、语言政策、教师教育、专业标准、语
言测试等广泛相关主题的文献，是二语教育的
主要国际期刊。
2.3
网站
/
<
/p>
一个为英语作为第二语言教学的教师、学生以及研究者提供的交流、
讨论、分享资源的平台。
/
British Council
提供的英语作为第二语言教学
以及科研方面相关资
源的网站。
/
iResearch
外语学术科研网
（以下简称
iResearch
）
是一个集学术资讯、
文献资源、专家辅导
、科研工具、同行交流等功能为一体的大型外语
类学术科研综合网站。
< br>
3.
教师动机
3.1
推荐书目
D?rnyei, Z., & Ushioda, E. (2011).
Teaching and researching motivation
[M] (2
nd
ed.).
Harlow: Longman.
推荐理由：该书的两位作者
Zoltan
D?rnyei
和
Ema
Ushioda
是著名的应
用语言学家，对动机研
究是二位的专长。特别是
Dorny
ei
教授，他在二语动机研究方面的成
果颇丰。二位联袂奉献<
/p>
的《动机教与学（第二版）》涵盖了教育学、教育心理学领域前
沿的
动机理论，如自我决定
论，并结
合外语学习特点，对自
Gardner
和
Lambert
于
20
世纪
60
年代至
今的相关重要动机研究
进行了分类整合。
该书的第一版由外语教学与研究
出版社出版。
第二
版增加了本世纪出至今
的一些最新研究成果，
如复杂系统理论视角下的动机研究。
该书的教
师动机一章，对教师动
机的理论脉络、
教育学中的教师动机研究特点、
二语教师动机的相关
研究进行了详细描述。
该书对于了解二语动机研究历程和最新进展，
特别是二语教师动机研
究有较大的
帮助。
王振宏，
2009
，《学习动机的认知
理论与应用
》
[M]
。北京：
中国
社会科学出版社。
推荐理由：本书从认知心理学视角，对动机研究的期望价值理论、成
就动机理
论、成就归因
理论、自我效能理论、自我概念理论、自我决定
理论、成就目标理论
以及学习动机的理论的
< br>应用做了详尽的阐述与分析。
该书对于深入了解相关的动机理论很有
帮助。
3.2
重要期刊
Learning and
instruction
Teaching and Teacher
Education
Adult Education Quarterly
3.3
重要文章
Csikszentmihalyi, M. (1997). Intrinsic
motivation and effective teaching :
A
flow
analysis.
In
J.
L.
Bess
(Ed.),
Teaching
well
and
liking
it:
Motivating
faculty
to
teach
effectively.
(pp.
72-89).
Baltimore,
MA: Johns Hopkins University Press.
D?rnyei, Z., & Ushioda, E. (2011).
Chapter 7 Teacher motivation [M]. In
D?rnyei,
Z.
&
Ushioda,
E.
(Eds.),
Teaching
and
researching
motivation
(2
nd
ed., pp.
158-192). Harlow: Longman.
Kubanyiova,
M. (2009). Possible selves in language teacher
development
[M].
In
D?rnyei,
Z.
&
Ushioda,
E.
(Eds.),
Motivation,
language
identity and the L2
self
(pp. 314-322). Bristol:
Multilingual Matters.
Pennington,
M.
C.
(1995).
Work
satisfaction
,motivation,
and
commitment
in
teaching
English
as
a
second
langauge
[M].:
ED
404850.
韩佶颖、尹弘飚
(
2014a)
，教师动机
:
理论基础与研究进展，
《外国教
育研究》（
4
）：
21-29
。
韩佶颖、尹弘飚
(
2014b)
，教师动机
:
教师专业发展新议题，
《外国教
育研究》（
10
）：
88-95
。
4
．教师合作
Abdallah,
J.
(2009).
Benefits
of
co-teaching
for
ESL
classrooms.
Academic
Leadership, The Online Journal, 7
(1),
1-2.
Aline, D., & Hosoda, Y. (2006).
Team teaching participation patterns of
homeroom teachers in English activities
classes in Japanese public
elementary
schools.
JALT Journal, 28
(1)
5-21.
Armstrong,
D.
G.
(1977).
Team
teaching
and
academic
achievement.
Review of Educational
Research,
47
(1),
65-86.
Bailey,
K.
M.,
Curtis,
A.,
&
Nunan,
D.
(2001).
Pursuing
professional
development:
The self as source.
Boston, MA: Heinle
& Heinle.
Bailey,
K.
M.,
Dale,
T.,
&
Squire,
B.
(1992).
Some
reflections
on
collaborative language teaching. In D.
Nunan (Ed.),
Collaborative
language
learning
and
teaching
(pp.
162-178).
Cambridge,
England:
Cambridge University Press.
Benoit, R.,
& Haugh, B. (2001). Team teaching tips for foreign
language
teachers.
The
Internet TESL Journal, 7
(10), 1-8.
Brumby,
S.,
&
Wada,
M.
(1990).
Team
teaching
.
New
York,
NY:
Longman.
Bynom, A. (2000).
Team teaching: Plus or minus ESP.
English Teaching
Forum,
38
(1), 38-42.
Carless,
D.
(2006).
Good
practices
in
team
teaching
in
Japan,
South
Korea and Hong Kong.
System,
34
, 341-351.
Carless, D., &
Walker, E. (2006). Effective team teaching between
local
and
native-speaking
English
teachers.
Language
and
Education,
20
(6),
463-477.
Carvalho de Oliveira, L., &
Richardson, S. (2001). Collaboration between
native
and
nonnative
English-speaking
educators.
CATESOL
Journal, 13
(1), 123-134.
Cook,
L.,
&
Friend,
M.
(1995).
Co-teaching:
Guidelines
for
creating
effective
practices.
Focus on Exceptional
Children, 28
(3), 1-16.
Cunningham,
L.
L.
(1960).
Team
teaching:
Where
do
we
stand?
Administrator's Notebook,
8
, 1-4.
DelliCarpini,
M.
(2008).
Teacher
collaboration
for
ESL/EFL
academic
success.
Internet
TESL
Journal,
14
(8).
Retrieved
from
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