学生感知商务英语教师 PCK 水平对其学业自我效能感影响的实证研究—以广外商英学院为例.docVIP

　　学生感知商务英语教师 PCK 水平对其学业自我效能感影响的实证研究—以广外商英学院为例----商务英语论文 --Chapter1Introduction 1.1ResearchBackground Teachers are the driving force in determining the effectiveness of teaching and learning (Vandervoot et al. 2004; Darling-Hammond 2006; Ballard Bates 2008). Noheless, many novice college teachers atter knop; Hollingsp; Palmer 2006; Jang 2008), ent. Researches on teachers’ professionalism mainly focus on such cognitive ponents as professional kno 1996; Calderhead 1996). Much of this interest ulated by Shulman’s (1986) report that introduced the concept of pedagogical content knoan 1990; Lederman, Gess-Nee Latz 1994). In most cases, teachers’ beliefs about learners ptions derived from their op;de Grave 2012). That is to say, aside from the SMK, they needed more pedagogical knop; Smith 1985). Other factors of success also include teachers’ teaching methods and strategies, curriculum knoan 1987). In particular, the college teachers’ PCK is the main issue of the current college education revolution (Shulman 1986, 1987). ........................... 1.2ResearchRationale 1.2.1ResearchPurposes Currently, there are deep deficiencies in relevant researches on BE teachers’ PCK from home and abroad both qualitatively and quantitatively. p; Qin (2014) ework. However, ther --e is still a gap to be filled in quantitative study of BE teachers’ PCK. Moreover, existing researches mainly emphasize teachers-based perspective, ent. It means that BE teachers should play an active role in his or her professional development. In teaching practice, they should take initiative to cooperate ic motivation and persistence. In other a learner-centered perspective carve out a neent and teaching effectiveness improvement in practical teaching. To be specific, studies focuses on students’ perception of business English teachers’ PCK is p;Marian’s (2014) findings on a positive correlation among students’ perception of BE teachers’ PCK, cooperation betong them in BE teaching. GDUFS ics, Shanghai Uni