Teacher appraisal, as a part of teacher management systems, should aims mainly at promoting professional development of teachers.
本文从发展性教师评价理论出发,分析了自我评价在发展性教师评价中的作用,并提出了一些实施策略。
This thesis concentrates on EFL (English as a foreign language) teachers' perceptions of teacher professional identity and its facilitation in teacher development through an exploratory study.
进行这一研究的理论框架包括对教师职业身份的定义及其形成教师身份的影响因素。
Teacher professional development is both a transformation from a novice teacher to a expert teacher and a continuous improvement of the level of teaching design.
教师的成长过程既是一个由新手型教师向专家型教师的转变过程,也是教学设计水平不断提高的过程。
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