ACTION RESEARCH IN TEACHER EDUCATION

• 来源期刊: 中国应用语言学：英文版
• 学科: 教育
• 年，卷（期）: 1996,（1）
• 页码范围: 69-71
• 页数: 3页
• 分类号: G451

摘要

IntroductionHistorically there has been a division between the classroom teacher who‘does practice’and theeducational researcher who‘establishes theories’.Similarly in teacher education programmes,thefocus has largely been on the transmission of research-based theories and skills from trainer totrainee.Teaching practice is usually listed as a separate component to be accomplished,often at theend of a period of training,and the limited time available for it can rarely provide realisticopportunities for trainees to put theory into practice.When our trainees return to their institutions theexcitement of the exposure to various theories and techniques are soon gone,to be replaced by thereality of classroom life.Many former trainees rapidly find themselves overburdened with teachingresponsibilities,and the constraints of their particular teaching situations can make it very difficult toapply theories they have learned during training directly into practice.