高校商务英语教师专业知识发展研究（英文版）

作者: 吴朋著

出版社: 上海交通大学出版社

出版时间: 2021-04

版次: 1

ISBN: 9787313239242

定价: 88.00

装帧: 平装

开本: 16开

纸张: 胶版纸

页数: 214页

分类: 社会文化

3 张插图图片

1人买过

《高校商务英语教师专业知识发展研究（英文版）》聚焦商务英语教师群体，通过个案研究追踪了四位教师的专业发展道路，探究了商务英语教师如何通过教师合作促进学科教学知识，以及在发展过程中的个体差异，研究发现教师通过教师合作提高了知识水平从而最终实现专业发展。
《高校商务英语教师专业知识发展研究（英文版）》适合商务英语教学相关研究人员阅读，对商务英语教学人才队伍建设具有一定的实践指导意义。吴朋，女，上海对外经贸大学教授，毕业于香港中文大学，获得博士学位。主要研究方向：外语教师专业发展，商务英语教学与研究。近年来在System，Asia-Pacific Education Researcher，Educational Studies，《外语界》等国内外期刊发表中英文论文十余篇，聚焦外语教师专业发展和商务英语教师知识体系研究。主持上海市教育科学项目《现代信息技术支撑的高校教师知识体系构建研究》，主持国家本科建设子项目《信息时代商务英语教师的知识构架》，参与教育部人文社科、上海市浦江人才计划和其他省部级科研项目多项。 Chapter One Introduction
1．1 Statement of problem
1．2 Theoretical background
1．3 The contextual background
1．4 Research questions
1．5 Significance of the research
1．6 Overview of the book

Chapter Two Literature Review
2．1 Pedagogical content knowledge（PCK）
2．1．1 PCK research： concepts and models
2．1．2 Discussion of PCK research
2．1．3 Examining PCK for BE teaching
2．2 Teacher collaboration
2．2．1 Teacher collaboration in the school context
2．2．2 Individual difference in teacher collaboration
2．2．3 Teacher collaboration among Chinese BE teachers
2．3 PCK development through teacher collaboration
2．3．1 Multiple-factors of PCK development
2．3．2 Rationale for PCK development through teacher collaboration
2．3．3 Empirical studies on PCK development through teacher collaboration
2．3．4 The research gap
2．4 Chapter summary

Chapter Three Research Methodology
3．1 Conceptual framework for the research
3．1．1 Re-statement of research questions
3．1．2 Conceptual framework
3．1．3 Working definition
3．2 Justification for qualitative multiple-case study
3．2．1 The research questions
3．2．2 Epistemology about PCK
3．2．3 Multiple-case design
3．3 Research design
3．3．1 Unit of analysis
3．3．2 Gase selection
3．3．3 Data collection
3．3，4 Data analysis
3．4 Research trustworthiness and research ethics
3．5 Chapter summary
……

Chapter Four The Development of the Five PCK Components through Teacher Collaboration
Chapter Five Individual Differences on PCK Development through Teacher Collaboration
Chapter Six Discussion
Chapter Seven Conclusion

References
Index
内容简介:
《高校商务英语教师专业知识发展研究（英文版）》聚焦商务英语教师群体，通过个案研究追踪了四位教师的专业发展道路，探究了商务英语教师如何通过教师合作促进学科教学知识，以及在发展过程中的个体差异，研究发现教师通过教师合作提高了知识水平从而最终实现专业发展。
《高校商务英语教师专业知识发展研究（英文版）》适合商务英语教学相关研究人员阅读，对商务英语教学人才队伍建设具有一定的实践指导意义。
作者简介:
吴朋，女，上海对外经贸大学教授，毕业于香港中文大学，获得博士学位。主要研究方向：外语教师专业发展，商务英语教学与研究。近年来在System，Asia-Pacific Education Researcher，Educational Studies，《外语界》等国内外期刊发表中英文论文十余篇，聚焦外语教师专业发展和商务英语教师知识体系研究。主持上海市教育科学项目《现代信息技术支撑的高校教师知识体系构建研究》，主持国家本科建设子项目《信息时代商务英语教师的知识构架》，参与教育部人文社科、上海市浦江人才计划和其他省部级科研项目多项。
目录:
Chapter One Introduction
1．1 Statement of problem
1．2 Theoretical background
1．3 The contextual background
1．4 Research questions
1．5 Significance of the research
1．6 Overview of the book

Chapter Two Literature Review
2．1 Pedagogical content knowledge（PCK）
2．1．1 PCK research： concepts and models
2．1．2 Discussion of PCK research
2．1．3 Examining PCK for BE teaching
2．2 Teacher collaboration
2．2．1 Teacher collaboration in the school context
2．2．2 Individual difference in teacher collaboration
2．2．3 Teacher collaboration among Chinese BE teachers
2．3 PCK development through teacher collaboration
2．3．1 Multiple-factors of PCK development
2．3．2 Rationale for PCK development through teacher collaboration
2．3．3 Empirical studies on PCK development through teacher collaboration
2．3．4 The research gap
2．4 Chapter summary

Chapter Three Research Methodology
3．1 Conceptual framework for the research
3．1．1 Re-statement of research questions
3．1．2 Conceptual framework
3．1．3 Working definition
3．2 Justification for qualitative multiple-case study
3．2．1 The research questions
3．2．2 Epistemology about PCK
3．2．3 Multiple-case design
3．3 Research design
3．3．1 Unit of analysis
3．3．2 Gase selection
3．3．3 Data collection
3．3，4 Data analysis
3．4 Research trustworthiness and research ethics
3．5 Chapter summary
……

Chapter Four The Development of the Five PCK Components through Teacher Collaboration
Chapter Five Individual Differences on PCK Development through Teacher Collaboration
Chapter Six Discussion
Chapter Seven Conclusion

References
Index