本書集合了語言測評領(lǐng)域關(guān)于語言教師專業(yè)技能與知識測評的學(xué)術(shù)論文共16篇,系統(tǒng)地介紹了劍橋英語語言教學(xué)資格認(rèn)證基于的教師技能與知識測評實踐研究,展示了英語語言教學(xué)資格認(rèn)證的關(guān)鍵問題,對我國中小學(xué)和幼兒園英語教師資格認(rèn)證考試具有重要啟示。
本書分為四個部分:
第一部分為緒論和劍橋英語語言教學(xué)資格認(rèn)證考試簡史;
第二部分主要匯報了劍橋英語語言教學(xué)資格認(rèn)證考試中采用的測評方法及其如何與教師發(fā)展乃至教師培訓(xùn)者發(fā)展緊密結(jié)合起來的研究;
第三部分從橫向考察了劍橋英語語言教學(xué)資格認(rèn)證考試中具有挑戰(zhàn)性的幾項標(biāo)準(zhǔn);
第四部分討論了劍橋英語語言教學(xué)資格認(rèn)證考試與不同情境之間的交互,如考試后效、文化因素等。
適讀人群 :學(xué)生,教師,一般讀者,研究者 本書系統(tǒng)地介紹了劍橋英語語言教學(xué)資格認(rèn)證基于的教師技能與知識測評實踐研究,展示了英語語言教學(xué)資格認(rèn)證的關(guān)鍵問題,對我國中小學(xué)和幼兒園英語教師資格認(rèn)證考試具有重要啟示。
ROSEMARY WILSON,劍橋大學(xué)英語考試委會CELTA和Delta考試測評員、TEFL考試主任,倫敦大學(xué)教授,長期致力于語言教學(xué)與培訓(xùn)項目,榮獲伯貝克教學(xué)卓越稱號;MONICA POULTER,劍橋大學(xué)英語考試委員會教師發(fā)展主管,從事教師測評研究和劍橋英語語言教學(xué)資格認(rèn)證培訓(xùn)二十多年,在教師測評領(lǐng)域經(jīng)驗豐富。
Contents
導(dǎo) 讀 林敦來 iii
Acknowledgements xxi
Series Editors’ note xxii
Notes on contributors xxviii
Section 1
History and background 1
1 Introduction 2
Rosemary Wilson and Monica Poulter
2 A brief history of Cambridge English Language Assessment
Teaching Qualifications 11
Alan Pulverness
Section 2
Development and assessment 36
3 Good practice in INSET: An analysis of the Delta 41
Simon Borg and David Albery
4 The role of portfolios in language teacher assessment 70
Neil Anderson
5 The ‘dirty mirror’ of reflective practice: Assessing self-and
peer-evaluation on a CELTA course 103
Jo-Ann Delaney
6 Capturing the ephemeral: Standardising the assessment of
teaching practice 128
Evelina D. Galaczi and Marie Therese Swabey
7 Developing and assessing English language teacher trainers 160
Marie Morgan
Section 3
Focus on the assessment of specific criteria 198
8 Teachers’ language competence: Issues of appropriation and
appropriacy 202
Jenny Johnson and Monica Poulter
9 Language awareness: Research, planning, teaching and beyond 225
Martin Parrott
10 Thinking on their feet: Assessing teachers’ flexibility and
responsiveness in the language classroom 259
Rosemary Wilson
11 TKT: Testing knowledge about teaching 274
Mary Spratt
Section 4
Assessment in context 290
12 Impact of TKT in Uruguay 2005–2012 295
Gerardo Valazza
13 Testing knowledge about content teaching in English 319
Kay Bentley
14 Using international teacher education programmes in local contexts 343
Peter Watkins with Bill Harris and Alan Pulverness
15 Integrating theory and practice: The case of Delta at Bilkent
University 363
Simon Phipps
16 Culture and context in the external assessment of teaching 392
David M. Palfreyman
Appendices
Appendix A: CELTA performance descriptors 419
Appendix B: Specifications for Delta Module Two asses