出版社：Bulgarian Comparative Education Society (BCES)
摘要：The effective implementation of any educational reform is largely dependent on teachers’ preparation. In the case of the National English Program in Basic Education (NEPBE),implemented in secondary schools in Mexico by the Secretariat of Public Education in 2009,teacher preparation strategies have been designed by both public and private higher education institutions throughout the country. Most strategies have been designed from the perspective of teacher educators and based on administration needs. Little attention has been given to the views,needs,and interests of teachers. Teachers are required to know how to analyze their learners’ needs. However,no attempt is made to understand the teachers’ perspectives on their own learning needs. This paper presents the results of a survey that examined the training experiences,perceived training needs,andinterest in classroom research of 297 English language teachers of secondary school in northeast Mexico. Results indicated training experiences of teachers were limited to standalone courses. Other training strategies such as mentoring,peer observation,conferences,networking and conducting research,were not common among the teachers. Taking courses and conducting classroom studies were considered as training activities that have a high impact on teaching performance. Contents that were thought that would strengthen their teacher were related to: lesson planning,use of technology,the pedagogical approach of the NEPBE,and knowledge on how to identify students’ needs. Little more than half of the participants considered that knowing how to identify and satisfy students’ needs was most important for teaching English. A high percentage of teachers reported disposition to learn about inquiry based teaching. These results are the base on which a carefully-planned teacher training program should be designed.
关键词：teacher training;English as a foreign language;secondary school teachers;Mexico
