A Case Study Of English Teachers' Professional Development Based On Cooperative Teaching

At present,from the trend of international research,"New Professionalism" and "Mutual Cooperation" have become the two major theories to effectively promote the professional development of teachers.In the past,they focus their attention on teachers' autonomy and personal development,but now they focus on the development of peer support and cooperative culture.However,in our country,with the influence of traditional culture and school evaluation system,teachers always lack coordination and mutual cooperation,so that it is difficult for them to form a harmonious and cooperative relationship.If things go on like this,the isolated atmosphere will not only limit the professional development of teachers,but also hinder the deepening of teaching reform.This study adopts the new teaching model of cooperative teaching and carries out in-depth research on the two issues(1.the implementation process of English teachers' cooperative teaching;2.the change and professional development of English teachers in cooperative teaching.)through a case study of English teachers' cooperative teaching.Specifically,this study selects a cooperative teaching team of public English teaching and research section of a polytechnic in N City as the research object.The team consists of three English teachers(C,Z and W)who have different teaching concepts,teaching styles and teaching experience.The research mainly adopts the method of observation,case analysis and interview to collect,record and analyze the data of the whole process,so as to understand the purpose,content and form of cooperative teaching.Then,using the interconnected model of teacher professional growth which was put forward by Clarke and Hollingsworth to mainly discuss the changes and professional development of the three English teachers after the cooperative teaching from the four dimensions of external field,personal field,practical field and result field.The results show that these English teachers' cooperation presents a good development,which shows three dimensional and multidimensional features of space and time.From the perspective of time,cooperative teaching includes pre class,in class and after class,and from a spatial perspective,it includes classrooms,offices,conference rooms,coffee bars and other places.Moreover,three English teachers who are at different stages of development and have different frustrations in English teaching all have achieved different levels of development in the four fields(external field,personal field,practical field and result field)through cooperative teaching: 1.The expansion of external resources,the support of external forces and the creation of a harmonious atmosphere;2.The development of cooperative teaching action research,the innovation of teaching mode and the diversification of teaching methods;3.The teaching atmosphere is relaxed and happy,the teaching contents are rich and substantial,the students' achievements rise steadily,and the teaching effects are significantly improved;4.Knowledge stock has continued to expand,teaching skills have improved rapidly,teaching beliefs have gradually changed,and teaching attitudes have become more and more positive.This paper hopes to provide a new perspective for teachers' professional development and school teaching reform through a case study of cooperative teaching and to improve the cooperative teaching mode and promote the sustained and healthy growth of teachers through continuous practice and exploration.