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| 內容簡介： |
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刘蕴秋，女，华东师范大学外语学院副教授，英语语言文学专业博士。本书采用人种志和叙事研究相结合的方法论，探索了两位优秀英语教师作为学习者的专业发展历程。他们在回应所处环境，反思实践中得到发展，形成个人教学实践特色，同时课堂实践又重塑了他们的学习者角色。研究阐释了他们在实践中形成的独特的外语教师知识及其概念化特点，尤其关注这一教师知识与其价值观及可选策略的关系，理解他们在中国外语教学实践环境中形成实践智慧的机制。现代外语教学理论研究已经证明了他们的教学实践的合理性和先进性。本书适合教师教育和教师专业发展研究之用，本土教学智慧亦为国际教师教育提供中国特色方案。
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| 關於作者： |
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刘蕴秋，女，华东师范大学外语学院副教授，英语语言文学专业博士，研究领域包括：教育语言学、外语教师教育与专业发展、社会文化理论。近年在Journal of Education Policy，《全球教育展望》、《外语教学理论与实践》等发表研究论文数篇。
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| 目錄：
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Chapter 1 Introduction
1.1 Research Background
1.2 Objectives and Research Questions
1.3 Overview of the Study
Chapter 2 Literature Review
2.1 Conceptions of Practical Wisdom
2.1.1 Practice and Knowledge
2.1.2 Teachers Practical Knowledge
2.1.3 Practical Wisdom
2.2 Philosophical Perspectives of Knowledge and Practice
2.2.1 The Unity of Knowing and Acting (zhi xing he yi) in Chinese Philosophy
2.2.2 The Influence of the Unity of Knowing and Acting
2.3 Sociocultural Perspectives of Teacher Learning
2.3.1 Vygotskys Sociocultural Theory （SCT）
2.3.2 Zone of Proximal Development (ZPD)
2.3.3 Teachers as Learners in Social Contexts
2.3.4 Engestr Activity Theory
2.4 Studies on Teachers Practical Knowledge
2.4.1 Teacher Knowledge： Pedagogy and Praxis
2.4.2 Narrative Inquiry into Teachers Experience
2.4.3 EFL Teachers Practical Knowledge
2.4.4 A Model of the Generation of TeachersPractical Knowledge
2.5 Towards a Conceptual Framework
Chapter 3 Methodology
3.1 Rationale for Ethnographic Research
3.2 The Research Setting and Sample
3.2.1 The Setting of Foreign Language Education (FLE) in China
3.2.2 The Research Participants
3.3 Data Collection
3.3.1 SemiStructured Interview Schedule
3.3.2 EFL TeachersNarratives
3.3.3 Archives
3.4 Data Analysis
3.4.1 Narrative Analysis
3.4.2 An Ethnographic Approach
3.5 Issues of Concern
3.5.1 Validity
3.5.2 Ethical Considerations
3.5.3 Size and Variety of Teacher Participants
Chapter 4 Life History of the Senior EFL Teachers
4.1 Professors Life Stories
4.1.1 Learning English
4.1.2 Study Overseas
4.2 Professor s Life Stories
4.2.1 Early Childhood
4.2.2 Adolescence
4.2.3 Study at University
4.3 Professors Professional Life
4.3.1 Becoming an English Teacher
4.3.2 Teaching Adult Beginning Learners
4.3.3 Creation of Rich Linguistic Environment for EFL Learners
4.3.4 Learning to Teach
4.3.5 Considerations of EFL Teaching as a Master Teacher
4.4 Professors Professional Life
4.4.1 Initial Stage： Struggling to Survive
4.4.2 Disruption in Teaching Career： Opportunity from Adversity
4.4.3 A Master Teacher
4.5 Master Teachers Philosophy of Life
4.5.1 Professor Y
4.5.2 Professor G
4.6 A CrossCase Analysis of Adult Beginning Learners and Teachers in EFL Context
4.6.1 Learning a Foreign Language as an Adult Beginning Learner
4.6.2 Effective Means for EFL Adult Beginning Learners
4.7 Summary
Chapter 5 Teaching Practice of the Senior EFL Teachers
5.1 Professor Y Teaching LowLevel Students
5.1.1 First Priority of Grammar Instruction
5.1.2 Importance of Students Participation in Classroom Activity
5.1.3 Accuracy versus Fluency
5.1.4 Error Correction
5.1.5 EnglishOnly Communication
5.1.6 Constant Feedback from the Teacher
5.1.7 Emphasis on Book Reading
5.1.8 A Jingle
5.1.9 Summary
5.2 Professor G Teaching Senior EFL Students
5.2.1 A Poor Don Quixotes Emphasis on Accuracy
5.2.2 A Style of “Chalk and Talk”
5.2.3 Resonance with Students
5.2.4 Grasping Opportunities to Teach
5.2.5 Good Command of English versus a Conscientious Chinese
5.2.6 No AbsentMindedness to Students
5.2.7 An Alphabetical List of EFL Teacher Quality
5.3 Summary
Chapter 6 Interpretation of Practical Knowledge of the Senior EFL Teachers
6.1 Features of EFL Teaching Practice of Professor Y
6.1.1 Developing Linguistic Knowledge via the FormMeaningUse Triad
6.1.2 Manipulation of LearnerBased Pedagogical Instruction
6.1.3 Maintaining Interaction with Students
6.1.4 Summary
6.2 Features of EFL Teaching Practice of Professor G
6.2.1 Humanistic Approach with Content Orientation
6.2.2 TeacherDirected Instruction
6.2.3 LearnerCentred Curriculum
6.2.4 Conceptions of EFL Teacher Quality
6.3 Summary
Chapter 7 Understanding the Transformation of Practical Wisdom of the Senior EFL Teachers
7.1 Factors Influencing Practical Knowledge
7.1.1 Professor s Personal Life Experiences
7.1.2 Professors Learning Experiences
7.1.3 Professors Teaching Experiences
7.1.4 Professors Academic Background
7.1.5 Professors Personal Life Experiences
7.1.6 Professors Learning Experiences
7.1.7 Professors Teaching Experiences
7.2 Contextual Tensions and the Reconstruction of Practical Knowledge
7.2.1 Professors School Context
7.2.2 Professors Subject Matter
7.2.3 Professor s LowLevel Students
7.2.4 Professor School Context
7.2.5 Professor Subject Matter
7.2.6 Professor Senior EFL Students
7.3 The Driving Forces of the Transformation of Practical Wisdom of the EFL Teachers
7.3.1 Professor Pursuit of SelfPerfection
7.3.2 Professor Pursuit of SelfCultivation
7.4 Summary
7.5 The Conceptual Framework of Practical Wisdom
Chapter 8 Conclusion and Implications
8.1 Conclusion
8.2 Implications
8.3 Limitations
References
Appendices
Index
Epilogue
List of Tables
Table 3.1 Demographic and professional information of the participants （Till 2012）059
Table 3.2 The profile of the two teacher participants063
Table 3.3 Collection of field texts067
List of Figures
Figure 2.1 The dynamic process of teachers practical knowledge generation (Chen et al.， 2011)044
Figure 2.2 A preliminary model of EFL teachers practical wisdom047
Figure 4.1 Professors educational experience in English106
Figure 4.2 Professors educational experience108
Figure 5.1 An episode taken from a textbook written by Professor Y138
Figure 5.2 Prototypical units of the three dimensions (LarsenFreeman， 2005)140
Figure 5.3 Professor s list of EFL teacher quality164
Figure 7.1 The conceptual framework of practical wisdom237
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