A Case Study Of Novice English Teachers’ Development Route As Communities Of Practice

With the diversity of the curriculum reform, people pay more attention to the fact thatdevelopment for novice teachers is becoming the key factor to teachers’ career lives. Insteadof solely depending on the efforts of individuals and the simple natural maturing process, thegrowth of novice teachers stresses that we should strength cooperation among teachers, shareexperience, rely on the wisdom of the group of teachers to solve all the difficulties in the earlyand then help novice teachers successfully achieve the transition from the "survival" to"mature". Communities of practice just provide such a learning opportunity for thedevelopment of novice teachers: in practice activities, through the constant social interactionwith experienced teachers and fellow teachers, novice teachers walk in the different forms ofcommunities, form the meaning of the teaching world, and continue to build up their owngrowth.From the view of communities of practice and the early professional development as themain line, it discusses which forms of communities of practice support the growth of noviceEnglish teachers in the process from novice to mature, at the same time it discovers in whichaspects novice teachers get development in these various communities of practice.This thesis consists of six parts:Chapter one is an introduction, which mainly provides the background, purpose,significance, research objectives and study methods. Chapter two is literature review, itintroduces and analyzes to the current research situation of the new English from three aspectsas follows: communities of practice, teachers communities of practice and development fornew foreign language teachers. Chapter three is the definition of the core concepts and thetheoretical interpretation of teachers communities of practice. Chapter four discusses tworoutes of communities of practice in novice teachers’ development: one is based on differentteachers communities of practice, another is based on the teaching research group and thenetwork communities of practice. Chapter five focus on the development of novice Englishteachers in teachers’ identity, teaching competence, teachers’ socialization and asCommunities of Practice. Chapter six is the conclusion to summarize the growth of newteachers based on communities of practice.