A Critical Inquiry into an In-service Teacher Education Program
The slogan Teachers as Curriculum has become popular nowadays. Despite the policy discourse which claims more professional autonomy for teachers, knowledge-and-skills-based approach to teacher education is still favored. By investigating a one-semester course of Master Degree Program in Education1 for middle school English teachers (Ed. M in English teaching), this paper argues for the inquiry community pattern of teacher education which may truly bestow complete professional autonomy on teachers. By focusing on the discourse aspect of the course, this paper tries to propose an integrated framework combining CDA and theories of argumentation as a method for textual analysis.
teacher education teacher knowledge critical discourse analysis genre of argument
LU Huixia
School of Foreign Languages, Zhejiang Ocean University
国际会议
The 36th International Systemic Functional Congress(第36届国际系统功能语言学大会暨第十一届全国功能语言学研讨会ISFC36)
北京
英文
241-245
2009-07-14（万方平台首次上网日期，不代表论文的发表时间）