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目前关于教师专业发展的研究多局限于理论层面,研究结果对于一线教师来说过于形式化,现实指导意义并不大。笔者以教师自身的专业发展为切入点,依托在陕西省柞水中学为期一个学期的实地考查,以六位工作年限不尽相同的(其实3位教师工龄1年,1位教师工龄7年,1位教师工龄14年,1位教师工龄23年)一线高中英语教师为重点研究对象,通过追踪记录与问卷调查,对教师的专业发展现状,特别是对从新手教师成长为专家型教师的路径进行了研究,具有一定现实意义。
At present, the research on teacher professional development is mostly limited to the theoretical level. The research results are too formalized for front-line teachers, and the practical guidance is not significant. Based on the teacher’s own professional development as an entry point, the author relies on a field study of one semester in Zhashui Middle School in Shaanxi Province, taking six years of work experience as different (in fact, three teachers are one year old, one teacher is seven years old, 1 teacher is 14 years of service, and 1 teacher is 23 years of service.) The first-line high school English teachers are the main research subjects. Through tracking records and questionnaires, the present situation of teachers’ professional development, especially the path from novice teachers to expert teachers Carried on the research, has the certain realistic significance.