《博洛尼亞進程的歐美大學英語教師教育研究》研究了博洛尼亞進程的歐美大學英語教師教育的理論與現狀，詳細闡述了博洛尼亞進程對于歐美大學英語教師教育的影響與變革，案例分析既有歐美公立大學英語教師教育模式，也有私立大學英語教師教育模式，同時闡述了歐美大學英語教師專業(yè)理論的發(fā)展現狀。本書的出版對于中國高校英語教師教育研究具有重要的學術意義。
Chapter One Study of Education Theory and Its Relevance to Teacher Education
1.1 Teacher Education Policy in Europe and America
1.2 English Education Theory in European and American Universities
1.3 Enlightenments of Teacher Education in Europe and America
Chapter Two ELT and Teacher Education
2.1 Professional Education of English Teachers
2.2 Teaching as Researching and Learning
2.3 Corpus-based Online Teaching and Evaluation in European and American Universities
Chapter Three Task Research and ELT Development
3.1 Task Research
3.2 Procedures and Processes
3.3 Principles of Task-based Research
3.4 Task-based Observation
Chapter Four Cooperative Work for Teacher Development
4.1 Cooperative Principles
4.2 Collaboration among ELT Teachers
4.3 Some Current Models in ELT
4.4 Reflections on ELT
Chapter Five Reflective Teaching and English Teachers'Professional Developmentin in Bologna Process
5.1 Understanding Reflective Teaching and Professional Development in ELT Education
5.2 Process and Strategies of Reflective Teaching in Bologna Process
5.3 Significance of Reflective Teaching for ELT Teachers'Professional Development in Bologna Process
5.4 ELT Challenge and Dilemma in Developing Reflective Teaching
Chapter Six Ecology of Education and ELT Teachers'Development in Bologna Process
6.1 Current Study of Ecology of Education in ELT
6.2 Essential Content of Ecology of Education in ELT
6.3 Impediments on the Way to Ecology of Education in ELT
6.4 Applying Ecology of Education to ELT
Chapter Seven Action Research and ELT Teachers' Professional Self-development
7.1 A Review of Action Research
7.2 Present Situation in EFL Teachers' Professional Development
7.3 Action Researchin ELT Teachers' Professional Development
7.4 Bridging Gap between Theory and Practice
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