Views on Learning to Teach.docx

Views on Learning to Teach.docx

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ViewsonLearningtoTeach

ViewsonLearningtoTeach

【abstract】learningisnotonlytheneedforstudents,butalsoforteachers,especiallyfortheteacherswhowanttohaveaprofessionaldevelopment.thisarticlefocusontheunderstandingoflearningtoteachandhopestogivesomesuggestionstotheteacherswhodidn’tfindwaytolearntoteach.【abstract】learningtoteachcollaborativeeffortreflectiveprocesssituatedexperiencetheorizingopportunityⅰ.introductionlearningisnotonlytheneedforstudents,butalsoforteachers,especiallyfortheteacherswhowanttohaveaprofessionaldevelopment.fortunately,thereareanincreasingnumberofteachersattachinghighimportancetolearningtoteach.butthebiggestproblemis,asiobserved,thatmostteachershavedesiretolearn,buttheydon’tknowhowtofindwaystolearn.here,ontheissueoflearningtoteach,iwanttosharemyopinionsfromfouraspectsasfollows.ⅱ.learningtoteachisacollaborativeeffort2.1theimportanceofcollaborationit’sacommonviewthatlearningistheprocessofone’sowneffort,which,tosomeextent,neglectstheeffortofcollaboration.especiallyinpresenttimes,collaborativeeffortwasregardedasanimportantfactortoachievesuccess,sodoestheprocessoflearningtoteach.whateverstageofteachingcareeryouareat,collaborativeeffortisalwaysneeded.nowadaysweinitiatecorporatelearningwheninstructingstudents,becauseit’saneffectivewaytoimprovestudents’studyingandthesenseofcollaboration.ithinktheideaofcorporatelearningisalsoapplicativetotheprocessoflearningtoteach.ifweseetheprocessoflearningtoteachastheprocessofgoldmetallurgy，thenourowneffortcanbeseenasthepower,andcollaborationcanbeseenasthecatalysttooptimizetheprocess,makeitmoreefficientandperfect.2.2formsofcollaborationinmyopinion,theformsofcollaborationcanbedividedintotwoaspects:

oneisinformal,theotherisformal.formalcollaborationincludesthewayssuchasworkshop,conferenceandcommunity.thiskindofcollaborationcanbeheldinafixedtimetoformafirmcollaboraterelationship.informalcollaborationincludesthewayssuchaspeer-observationandjournal.thiskindofcollaborationcanbeasupplementtotheformalones.ⅲ.learningtoteachisareflectiveprocess3.1definitionsofreflectiveteachingtherearedifferentdefinitionsofreflectiveteaching,butiagreemorewiththefollowingdefinitions:

“reflectiveteachingcanbeenseenasanactivityorprocessinwhichanexperienceisrecalled,considered,andevaluated,usuallyinrelationtoabroaderpurpose.itisaresponsetopastexperienceandinvolvesconsciousrecallandexaminationoftheexperienceasabasisforevaluationanddecision-makingandasasourceforplanningandaction.”“becomingareflectiveteacherinvolvesmovingbeyondaprimaryconcernwithinstructionaltechniquesand‘howto’questionsandasking‘what’and‘why’questionsthatregardinstructionsandmanagerialtechniquesnotasendsinthemselves,butaspartofbroadereducationalpurposes（bartlett1990）.fromthedefinition,ifindthatreflectioncanhelpteachersnotonlywithimprovingteachingskill,what’smore,reflectioncanhelpthemtogetadeepunderstandingaboutteachingandthenreachahighlevelbeyondthebasicinstructionalrequirement.3.2theimportanceofreflectionforteachers,reflectionisnotonlygoodfortheirteachingpractice,butalsotheyaregoodfortheirownprofessionaldevelopment.manywesterneducationresearchersalsoputreflectioninanimportantposition,lunenburgandornsteinhavesaidin2004,“itisthroughreflectionthatteachersfocusontheirconcerns,cometobetterunderstandtheirownteacherbehavior,andhelpthemselvesorcolleaguesimproveasteachers.”andrichardsandnunansaidin1990,“experiencealoneisinsufficientforprofessionalgrowth,andexperiencecoupledwithreflectionisamuchmorepowerfulimpetusfordevelopment.”ican’tagreemorewiththeirsaying.3.3howtoimplementreflection3.3.1peerobservationitiscommontohavepeerobservationinschools.theproblemisthatinchina,wetakethisopportunityjustforshow.whengivingevaluationofpeer’sperformance,mostteachersareafraidtopointouttheproblems,especiallywhenhavingcommentsontheexperiencedteachers’classed,theythinkitisnotgoodfortheharmonyamongcolleagues.butithinkpeerobservationaimsatimproving,notbeingflattered.ifweactinthisway,peerobservationwillloseitsmeaning.soisuggestthatweteachersshouldbeopen-mindedtoacceptanycriticism,makingfulluseofthisreflection.3.3.2writtenaccountsofsituatedexperienceswrittenaccountsofsituatedexperiencesmeanthatwecanmakeanyaccountsontheproblemtimelywhenweactingcertainteachingmethodintheclass.forexample,whenweimplementingatask-basedgroupwork,wecantimelywritedowntheaccountssuchaswhetherthismethodisuseful,whereshouldbeimprovedandsoon.thiskindofreflectionhappensintheclass,notaftertheclass,soitcanreflecttheproblemmoreauthenticandtimely.3.3.3journalwritingwesometimesaskstudentstowritejournalstoimprovewritingskillsorreflectwhattheyhavelearnt.asforus,weshouldwritejournalsaswelltodothereflection.butmostteachersareresistanttodothisbecauseoftheheavyworkload.writingmeaningfuljournalsneedsperseverance,whichmeans,howevertiredfromthework,wemustdoitasnecessity.3.3.4collaborativediarykeepingthiskindofreflectioncallsforcollaborationandcanbroadenourvision.wearen’tlimitedtoourownreflection,fromothers’reflection,wemayfindsomeusefulideasandsolutions.evenifwehavecommonproblems,wecanmakeconcertedefforttosettleitbecausewehavethesamegoal.3.4closingcommentsjohndewey（1933）highlightedthreekeyattitudesinorderforteacherstobereflective:

open-mindedness,responsibility,andwholeheartedness.inreality,mostteachersareresistanttodoreflectionatthebeginningandusuallyexpresssomeambivalenceorconfusionaboutwhatisrequired,especiallyasunsettlingquestionsabouttheirownteachingareexamined.moreoftenthannot,reflectionresultsinmorequestionsandclearerperceptionsofthemselvesandinbetterplansforsolvingindividualproblems.weshouldbelievethatoureffortinreflectionwillberewardedatlast.ⅳ.learningtoteachisasituatedexperienceweoftenthinkthatwelearnhowtoteachintheeducationcourse,whichprovidesusteachingtheories,teachingstrategiesandmethods.however,usuallywegetmoreunderstandingandpracticalskillsfromteachingexperiences.fromthispoint,i’dliketosaythatlearningtoteachisasituatedexperience.wecanfindthattheprocessoflearningtoteachistheprocessofputtingwhatwelearntintheeducationcoursesintoteachingpractice.thetheoriesaretheguide,butwemayhavedifferentperformanceaccordingtodifferentsituatedteachingexperiences.inmyopinion,whatwelearntinthebookmaybethesameandchangeless,butthewaytoimplementtheideaofthebookintoteachingpracticecanbediversifiedaccordingtochangeableteachingsituation.inthisway,wecansayteachingisacreativework.unfortunately,agreatnumberofteachersarelackofsuchcreativity.theyjustfollowonemodeltoteach,dayafterday,theygetboredbecausetheygetnoimprovement.therefore,ifwedon’twanttolosepassionfromtheteachingcareer,weshouldseizeeachopportunitytolearnfromthesituatedexperience.situatedinourownteachingexperiences,wecanrichtheteachingtheoriesourselves.ⅴ.learningtoteachisatheorizingopportunityweshouldnotbesurprisedatthisidea.inthethirdview,ihavepointedoutthatsituatedinourownteachingexperiences,wecanrichtheteachingtheoriesourselves,andifwedoenoughresearch,ofcourse,wecanformakindofteachingtheory.ibelievethiskindoftheorywillbemoreapplicativebecauseitcomesfrompractice.infact,inusa,manyteachingtheoriescomefromtheteacherswhoworkinthefrontlineofteaching.theyarehybridteachereducatorswhoknowboththeoryandpractice.therearesomanyconstraintstodoso.oneoftheseconstraintsistime.inchina,teachersalwayshaveatightschedule,especiallyinseniorschool,itisextraordinarilydifficultytofindenoughtimetocollectdataanditisalmostimpossibletofindtimetoreflect,reread,orsharewithcolleagues.moreover,teachersdonotcontroltheirownprofessionalschedulesinthesamewaysthatresearchersdo.nordoteachersusuallyhavethesamedegreeofprofessionalautonomyindirectingtheirwork.however,wemusthavesuchsenseinourmindthatwehavetheorizingopportunity.wecandoresearch,andresearchdon’tjustmeanacademicwritinganddoingexperiment,itcanexisteverywhereinteaching.thepointiswhetherwearewillingtoinquire,tothinkandtofind.ⅵ.conclusionlearningtoteachisthenever-endingwork.throughthecareerofteaching,wewillhavetodealwithnewquestionsandnewproblemsallthetime.wecouldnotknowalltheanswerspriortoenteringteaching.whatweneededtoknowwashowtokeeponlearningovertime—howtoworkwithcolleaguestotransformstudents’learningopportunitiesandoutcomes,howtoposeimportantquestionsandfindwaystosolvetheprobleminteachingandhowtobeahybridteachereducatorswhoknowboththeoryandpractice.todothiswork,strongbeliefinlearningiscritical.【references】[1]freeman,d.doingteacherresearch:

frominquirytounderstanding[m].boston:

heinle&heinle,1998.[2]richards,j.c.beyondtraining[m].cambridge:

cambridgeuniversitypress,1998.[3]richards,j.c.&nunan.d