●導 讀 林敦來 iii
Acknowledgements xxi
Series Editors’ note xxii
Notes on contributors xxviii
Section 1
History and background 1
1 Introduction 2
Rosemary Wilson and Monica Poulter
2 A brief history of Cambridge English Language Assessment Teaching Qualifications 11
Alan Pulverness
Section 2
Development and assessment 36
3 Good practice in INSET： An analysis of the Delta 41
Simon Borg and David Albery
4 The role of portfolios in language teacher assessment 70
Neil Anderson
5 The ‘dirty mirror’ of reflective practice： Assessing self-and peer-evaluation on a CELTA course 103
Jo-Ann Delaney
6 Capturing the ephemeral： Standardising the assessment of teaching practice 128
Evelina D. Galaczi and Marie Therese Swabey
7 Developing and assessing English language teacher trainers 160
Marie Morgan
Section 3
Focus on the assessment of specific criteria 198
8 Teachers’ language competence： Issues of appropriation and appropriacy 202
Jenny Johnson and Monica Poulter
9 Language awareness： Research， planning， teaching and beyond 225
Martin Parrott
10 Thinking on their feet： Assessing teachers’ flexibility and responsiveness in the language classroom 259
Rosemary Wilson
11 TKT： Testing knowledge about teaching 274
Mary Spratt
Section 4
Assessment in context 290
12 Impact of TKT in Uruguay 2005–2012 295
Gerardo Valazza
13 Testing knowledge about content teaching in English 319
Kay Bentley
14 Using international teacher education programmes in local contexts 343
Peter Watkins with Bill Harris and Alan Pulverness
15 Integrating theory and practice： The case of Delta at Bilkent University 363
Simon Phipps
16 Culture and context in the external assessment of teaching 392
David M. Palfreyman
Appendices
Appendix A： CELTA performance descriptors 419
Appendix B： Specifications for Delta Module Two asses

本書集合了語言測試與評價領域關於語言教師專業技能與知識測評的學術論文共16篇，全面、繫統地介紹了劍橋英語教師資格認證基於的教師技能與知識測評實踐研究，展示了英語教學質量方面的關鍵問題，對我國中小學英語教師資格認證考試有重要的啟示。本書分為四個部分：第一部分為本書的緒論和劍橋英語語言教學資格認證考試簡史；第二部分主要彙報了劍橋英語語言教學資格認證考試中采用的測評方法如何與教師發展乃至教師培訓者發展緊密結合起來的研究；第三部分從橫向考察了劍橋英語語言教學資格認證考試中擁有挑戰性的幾項標準；第四部分討論了劍橋英語語言教學資格認證考試與不同情境之間的交互，如考試後效、文化因素等。