英语教师英文简历

英语教师英文简历（精选6篇）

英语教师英文简历 篇1

Anna brone 629 South Andover St.

Toledo, OH 43606

(612) 555 - 0275

Objective

Position as an English teacher.

Certifications

Ohio Secondary Certificate in English, December

Experience

English Teacher, 1997 - Present

Oak Park High School, Toledo, OH

• Taught American Literature & Writing Composition to 9th - 12th graders.

• Organized cooperative learning activities.

• Implemented portfolio grading system in literature classes.

• Incorporated new texts into standard curriculum

• Tutuored students seeking additional guidance with course work

• Assessed student performance throughout the term.

• Conducted individual student conferences.

• Chaperoned field trips and school dances.

Student Teacher, - 1997

Urbana High School, Athens, OH

• Taught American Literature to a diverse group of students

• Implemented creative curricula utilizing outcome-based education & alternative assessments

• Wrote and taught dynamic lesson plans

• Tutored students after school and chaperoned field trips.

• Assisted with student government activities

Relevant Interests

Speech & Debate, Theatre, Track & Field. I welcome the opportunity to coach extracurricular activities.

Education

B.A., English, 1996

Ohio University, Athens, OH

1.教师英文简历模板

2.教授英文简历模板

英语教师英文简历 篇2

As a college English teacher,I experience and witness the actual situation of English teachers in the front line of teaching-they are busy every day but really don't know what to do;some of them are exhausted physically and mentally.Once one of my colleagues said,"Teachers have no life but survival."This comment forces me to realize one fact-we teachers always focus on the development of students,but hardly reflect on the development of ourselves.This paper is about some reflection on college English teachers through one case study from the perspective of teacher identity.

2 Theoretical Background

2.1 The concept of identity

The psychologist Erikson described identity as"a subjective sense as well as an observable quality of personal sameness and continuity,paired with some belief in the sameness and continuity of some shared world image."Based on previous studies,we can discover that identity is not a fixed attribute of a person,but a relational phenomenon.

2.2 The concept of professional identity

In some studies,the concept of professional identity was related to teachers'concepts or images of self.It was argued that these concepts or images of self strongly determine the way teachers teach,the way they develop as teachers,and their attitudes toward educational changes.In other studies of professional identity,the emphasis was placed on teachers'roles.Furthermore,professional identity refers not only to the influence of the conceptions and expectations of other people,including broadly accepted images in society about what a teacher should know and do,but also to what teachers themselves find important in their professional work and lives based on both their experiences in practice and their personal backgrounds.

3 The Case Study

3.1 Date collection and research method

Chan is an English teacher with more than 15-year's teaching experience.She is energetic and enthusiastic,quite popular with students.I have taken notes about four staff meetings from April to June meanwhile been in observation of Chan's class teaching for nearly one month.In addition to class observation,I've also had a casual interview with Chan.

Most of the data are the authentic conversations occurred in classes and meetings,so dynamic conversation analysis is adopted in the research.At the same time,narrative inquiry is used to present some of the data as well.

3.2 Episodes of Chan's life

This paper only takes the episodes in the first class observation as example to reflect Chan's teacher identity.

At 10:00 A.M.on Tuesday,Chan clapped her hands to attract the students'attention and said,"Yesterday something unlucky happened to me.You know what?My mobile phone was broken into pieces because of my carelessness.Today if you are careless and make your mobile phone sound,I will keep it as mine.You know I need a new mobile phone."Laughing with students,she continued to say,"Ok,what we are going to do today is…"First of all,she introduced her teaching plan in these two periods of the class,then the following conversation appeared:

(Two pairs of students volunteered to read the conversation in the textbook.Others listened carefully and tried to point out their pronunciation mistakes.)

T:I suddenly find out Viki's pronunciation now becomes quite good.Look at her,she used to be so shy and have poor pronunciation.Great!

(Viki smiled and seemed very happy.Other students smiled and clapped.)

…

(class observation notes)

3.3 Findings

(1)When the class began Chan didn't use the formal imperative sentences to announce the start of the class,such as"Good morning.Let's begin our class."Instead,she just used a common statement"What we are going to do today is…"It is an undeniable fact that imperative sentences often appear in the class and they are the popular language used by teachers;but this kind of discourse gives students a cold and stony feeling.In the English classes,teachers can use vivid and visual language;furthermore,they can add some detailed self-reflection on life,and show the being of oneself to students by using this kind of language.This is a way of being a real teacher.(2)Chan's teaching is not knowledge-centered but learner-centered.The episodes mentioned above show that when students make a little progress she would give them her emotional support.She spends a lot of time on students.She has a strong desire to hear all kinds of presentations from students.She and her students construct the meaningful learning experiences mutually.Chan's example has wonderfully illustrated that the essential condition of constructing the complete teacher identity and forming good teaching is an English teacher's love for life,passion for teaching,and care of students.(3)Chan believes that education is a way of life,of action.She constantly reflects and realizes that knowledge is constructed through one's interactions with others,or with outside world,and education is a kind of service to offer and create a diversity of interactions.Guided by this kind of understanding,she is looking for her own teaching language,looking for the identity and integrity.But quite a number of English teachers are just looking for a teaching method or technique to fulfill teachers'professional roles.If a teacher blindly adjusts his personal identity to accepted teacher's professional roles in society without the critical reflection,unconsciously he will establish a wall between the real inner mind and the outside manifestation,and then form a twisted and separated teacher identity.

4 Conclusion

With my observation of a college English teacher's life,I try to reveal that good teaching and good survival state of teachers come from teachers'complete identity.Based on a case study,it can be traced that a teacher should emotionally and spiritually devote himself to education and have the critical reflection on knowledge and education in order to form the complete teacher-identity.

参考文献

[1]Korthagen,F.A.J.In search of the essence of a good teacher:Towards a more holistic approach in teacher education[J].Teaching and Teacher Education,2004,20(1):77-97.

英语教师的英文简历[定稿] 篇3

personal Information

Name: xxx

Gender: male

Date of Birth: xxxx/xx/xx

Residency: Hunan

Zip Code: 410000

Career Objective：English Teacher

Home Tel: 086-xxxx-xxxxxxx

Mobile: xxxxxxxxxxx

Email: diyifanwen@glzy8.com

political Background：probationary party member

Work Experience

2006/03--2007/05：xxprivate tutor Center as an English Tutor in xx

2007/06-2008/12：as an English Tutor teaching High School student in xx

2007/10-2008/05：as a student secretary of the college of foreign studies

2008/08-2008/12：an English training teacher of Info Tech Essentials, Inc.xx Branch

Education

2004/09--2007/06 xx University English Education Associate

2007/09--2009/06 xx Normal Univercity English Bachelor

Training

2006/10--2006/12 No 14 Middle School in xx city English cadet teacher

Language Skills

English excellent Japanese average

Certifications

2008/03 TEM Level 8

2007/04 TEM Level 4

2006/06 CET-6

2005/12 provincial Computer Level Test Band1

2004/12 Mandarin Chinese Rating Certificate

2007/7 Teacher qualification certificate

Honors/Awards

national scholarship

the first ranking scholarship

the second ranking scholarshipgood’s student

Self Assessment

教师英文简历 篇4

University of Michigan

May 20xx

Bachelor of Arts

Ann Arbor, MI

English and Spanish Double Major

GPA 3.89/4.00

Semester abroad in Spain at the Universidad de Sevilla

Winter 20xx

New England Literature Program collaborative learning experience in Maine

Summer 20xx

Teaching

PALMA (Proyecto Avance: Latino Mentoring Association)

Sept. 20xx - Present

Experience

Tutor

Tutored third grade Latino student weekly in mathematics and English reading and writing

Mentored student in negotiating social borders between school and home communities

Thompson Middle School

Sept. 20xx - Dec. 20xx

Pre Student Teacher- 7th Grade English

Southfield, MI

Co-taught original lesson plan on poetry with an emphasis on creative writing for two classes ofpredominantly low-income students, differentiating instruction between intensive studies classand primarily special education class

Worked one-on-one with special education students falling behind in class, including studentswith autism and ADHD

Grandville High School Youth Summer Stock

Summer 20xx - 20xx

Director/Coordinator/Creator

Grandville, MI

Wrote and directed original theatre production for 15+ upper elementary students

Led team of 10 peers in execution of extensive annual summer day camp program

Adapted daily activities and schedule to changing needs of active participants

America Reads

Jan. 20xx - Apr. 20xx

Tutor

Detroit, MI

Planned and executed unique and individualized lesson plans twice weekly for three 3rd gradestudents

Mentored inner-city Detroit students struggling with literacy and various other academic andsocial issues

Additional

Basement Arts

Sept. 20xx - Present

Experience

Director (Harvey and 24 Hour Theatre)

Ann Arbor, MI

Directed 5-10 student actors and managed technical team in both short and full-lengthproductions, attracting audiences of 100+ students, staff, and faculty

Managed budget and wrote student grant requests to successfully produce show

ResRep

Sept. 20xx - Dec. 20xx

Assistant Director, Actor

Detroit, MI

Wrote and performed skits and vignettes regarding a variety of college-oriented social issues forresidence halls, directing peers in acting and performance

Scheduled, organized, and advertised for over 25 successful shows along with ResidentAdvisors and Housing Staff for audiences of 50+ students

Skills

教师中英文简历 篇5

yjbys

性别： 女

民族： 汉族

年龄： 27

婚姻状况： 保密

专业名称： 对外汉语

主修专业： 文科类

政治面貌： 团员

毕业院校： 泰山学院

毕业时间： 7月

最高学历： 本科

电脑水平： 精通

工作经验： 四年以上

身高： 159cm体重：49公斤

现所在地： 厦门市

户籍： 上杭县

求职意向

期望从事职业： 助理，客诉，解说员，教师，顾问

期望薪水： 4000-5000

期望工作地区： 新罗区

期望工作性质： 全职

最快到岗时间： 面谈

需提供住房： 不需要

教育/培训

教育背景：

学校名称： 泰山学院(9月-207月)

专业名称： 对外汉语

学历： 本科

所在地： 山东泰安

证书： 学士学位

专业描述： 对外汉语专业是“汉语热”带动的新时代专业，顾名思义就是针对外国人的汉语教学课程知识和技巧的掌握，这个专业不仅要求我们掌握系统全面的中国语言文学知识，还要求我们有精炼的英语听说读写能力，轻松过六级。相较于纯文学语言专业和外语专业而言，我的专业则是两者的综合，集两专业优势于一身。专业科目包括现当代文学，外国文学，古、现代汉语，普通话，中国文化概论，写作，大学英语，专业语言学英语等。

培训经历：

培训机构： 实战大学生(7月-208月)

课程名称： 主题大学生综合素质锻炼和潜能开发 证书：

课程描述： 聆听成功人士的经验分享，学习吸引力法则，通过团队项目锻炼综合素质并挖掘潜在能力。

工作经验

公司名称： 漳州莱普衡器有限公司(2011年9月-1月)

所属行业： 机械制造·机电·重工 公司性质： 私营.民营企业

公司规模： 10～50人

工作地点： 厦门-漳州

职位名称： 营销顾问

工作描述： 作为机电设备行业营销人员，平时的主要工作就是跑福建各个地区在建的工地与需求此设备的工厂/搅拌站，通过陌拜形式向潜在的客户介绍我司设备的高性能和比较优势以及良好的售后服务等以期建立合作关系;

当然平时还需积极打造与老客户的关系，做好老客户关系的维护、服务等工作，通过及时的.沟通，与老客户保持良好的的合作关系;

通过这份工作我体会到了执行力和团队合作的的重要性;学到了如何沉淀自己，有计划，有步骤地达到目标;明白了销售的真谛就是：自我的涵养和换位思考将心比心;

离职原因： 工作地点不固定，

公司名称： TPK宝宸(厦门)光学科技有限公司(203月-至今)

所属行业： 电子·微电子 公司性质： 外商独资.外企办事处

公司规模： 500～1000人 工作地点： 厦门

职位名称： 英语客户服务工程师

工作描述： 作为公司与外部对接的第一窗口，我的工作职责主要包括以下三点：

1.客诉问题的处理：这是主要工作任务，在接到客人的投诉电话和邮件后，要第一时间了解事实情况，确认到细节，安抚客人情绪，同时告知厂内进行积极围堵，防止不良再次流出，并请相关人员及时调查问题出现的原因并提供改善对策;

2.厂内品质改善会议的召开：在系列客诉中，针对一些重大以及重复发生的品质问题，需积极召集相关部门人员开会讨论改善的对策、确认执行人员与改善日期，并跟进改善进度和对策落实情况;

3.产品规格的谈定：开案初，根据Sales提供的客人信息，与客人谈定产品可接受的外观规格、质量判定标准、以及初期问题的反馈与协调;

离职原因： 想回龙岩发展

自我评价

自我评价： 善于规划自己的时间，能有效制定规划，分清主次，抓重点，逐步完成目标;学习能力强，活学活用，能适应不同环境不同角色的转换，努力双赢;个性独立，遇事善于及时分析及提供有效的解决方案;

语言能力

语种名称 掌握程度

英语 良好

英语教师英文简历 篇6

制作英文简历有以下几个步骤: (1) 收集个人信息、确认应聘职位; (2) 组织信息; (3) 选择简历格式; (4) 增加个人风格; (5) 校对。

一、收集个人信息、确认应聘职位

写简历时首先收集有关自己的信息, 例如从事过的工作、工作中的职责及表现、教育程度、具有的技能和参加过的社会活动等。这些内容构成简历的原材料。在收集信息的过程中你也能够对职业目标加以考虑, 思索过去所从事的工作中哪个 (些) 是你喜欢的, 以及喜欢它 (们) 的理由。

收集好这些信息后, 要研究你所感兴趣的职位并且确认岗位职责, 以及应聘者所要具备的资格和技能。

针对不同职位来筛选个人经历、专长, 最好能写不同的简历, 使每一份简历只强调与一个职位相关的信息。切记:尽管你不具备专业的技术技能, 但大部分的职位都需要应聘者具有诸如可信赖、团队合作, 以及良好的沟通能力等品质。而这对于初入职场的人而言尤为重要。接下来就是将你收集到的个人信息组织起来。

二、组织信息

大部分人在简历中包含有下列几项:

1. 联系方式 (Contactinformation)

其内容包括姓名、常住地址和学校地址 (如果还在上学并且学校地址和常住地址不同) 、电话号码, 以及电子邮箱。将姓名置于简历的最上端, 在姓名的下方写联系方式。这样安排比较醒目, 也便于招聘人员查找信息。

2. 资力概述 (Qualifications summary) /求职目标 (objectives tatement)

这项内容是可选项, 置于联系方式的下方。资历概述是应聘者列出与职位相关的最佳资历向招聘者阐明“为什么你要雇佣我。”对于经历丰富的应聘者而言, 资历概述是一项极为有用的内容, 它可以在细节的论述中突出重要信息。

求职目标可以让招聘者轻易地掌握到应聘者是否为其所需。每一份简历最好只针对一个求职目标。在界定求职目标时避免太狭隘, 以免丧失机会。如果应聘者求职范围广泛, 而且兴趣不固定, 最好省略此项, 以免受限而失去其他面试机会。

3. 教育背景 (Education)

这部分内容要列出所接受过的相关培训、教育, 以及所获得的证书。采用倒叙的方式, 从最近的时间往前填。列出学校的名称、地点、所获得的学历、证书、学位, 以及相应的时间、专业或研究领域、所获荣誉。如果还未获得学位, 要在毕业日期前使用“expected”。如果不知道何时毕业, 要在未结束的学位前加上“in progress”。

对于新近毕业的学生来说, 教育背景尤为重要。如果有帮助的话, 在这部分中还可以包括所有课程的平均成绩, 或者是专业平均成绩, 或班级排名。学生也可以考虑将大学阶段与应聘职位相关的4~8门课程单独列出来说明你已具备工作中需要的一些知识。

4. 工作经历 (Workexperience)

要注明所服务机构的名称和地点、服务的起止时间、岗位名称、岗位职责和工作业绩。如果带薪的工作经历比较少, 这部分内容还可以包括相关的义务活动、实习经历, 以及学校中所从事的项目研究工作。

在描述岗位职责时, 要强调你在该岗位所取得的成绩, 以及你在工作中的表现。要明确岗位职责的范围, 例如, 每天要接多少个电话、所处理的问题类型、或者所监管的人员数量。如果你同他人同时参与一个项目, 应该在岗位描述中说明所取得的成绩是团队合作的结果。同时, 也要提及被提拔或职责增加的情况。

具体说明所取得的成绩会给人留下深刻的印象。例如说明你在工作中做出的改进、节省的时间或资金, 以及解决过的任何问题。要将所取得的成绩量化, 例如销售额增加了15%, 成绩为优秀的学生人数增加了20%。

5. 社会活动和团体任职 (Activities and associations)

对于没有丰富工作经验的学生来说, 参与各种各样的社会活动是积累经验的绝好选择。因此, 学生们可以在此项中列出所参与的学校或课外活动, 向未来的雇主展示你们的能力。

这些活动可以包括所参加的团体组织, 学生机构, 或者社区活动。尤其要列出和应聘的职位相关的活动或是可以展现应聘者的勤奋和领导才能的活动。

6. 特殊技能 (Special skills)

如果你拥有专业的计算机, 外语, 或者技术技能, 可以考虑单独列一项来突出这些技能, 尽管有时这些技能和你所要申请的职位没有直接的联系。

7. 荣誉与获奖 (Awards and honors)

这部分包括所获得的正式认可, 例如专业或学术奖励。这部分内容可以放在经历或教育背景中, 也可以置于简历末端。

8. 推荐人 (Reference)

这项内容是可选项。应聘单位没有要求时, 不须主动附上, 但可以在简历末端注明“References available upon request.”。

无论在简历中是否提及推荐人, 应聘者都需要单独准备一份推荐文档在需要时呈现, 并且面试时应随身携带。文档上要给出了解你能力的3~5名推荐者的姓名, 职衔, 办公地址和电话号码。当然, 应该确信这些人同意推荐你。在文档的上部, 写上你的姓名和联系方式, 格式如同简历。

三、选择简历格式

最常见的简历格式有时序式 (chronological) 和功能式 (functional) 。两种格式各有利弊, 应聘者应该选择一种能够充分突出个人所长的格式。

1. 时序式

这是最普遍的一种格式。根据所担任的不同工作来组织安排你的经历。对于有连贯的工作历史或者先前所从事的工作和求职目标密切相关的人来说, 这种格式是最佳的选择。

时序式的简历中列出所从事的职位, 并按时间倒叙排列。每一个职位要注明工作职衔, 单位名称, 工作起止年。接下来描述岗位职责, 以及所取得的成绩。在描述时, 使用短语而不是句子。省略“I”是约定俗成的用法。例如, 应该是“Managed a fund ra is ing c a mp a ig n.”而不是“I ma na g e d a fund ra is ing c a mp a ig n.”每一个短语都使用强有力的动词开始。

在描述工作时要具体但切忌过于详细。雇主们认为每项工作用3~5个短语通常就足够了, 不需要用多于四行的信息描述, 因为大段的文字不便于阅读。如果必须占用更多的空间, 可以将信息分类表达。

简历中最重要的职位占用的空间最多。如果之前所从事的工作和要应聘的岗位不相关, 可以考虑将经历分为两部分:相关工作经历 (relevant experience) 和其他工作经历 (other experie nc e) 。充分地描述相关的工作, 简要地提及其他工作。如果从事过很多工作, 可能不需要提到最早的或是最不重要的工作。

由于时序式强调日期和工作职衔, 对于跳槽者、具有不连续工作经历的应聘者, 或是初聘者而言, 这种格式不是最佳选择。对这些人而言, 功能式是更好的选择。

2. 功能式

功能式简历围绕技能而不是工作职衔来组织经历。这种格式对于有一些工作经历但是所从事过的工作与所要应聘的工作不直接相关的学生而言是理想的选择。按照技能来组织经历能够将所从事的不太相关的工作和求职资质联系起来。例如, 一项收拾餐桌的工作可以与其他职责合起来说明你具有组织和为顾客服务的技能。

采用功能式简历, 需要确定3~4个和求职岗位相关的技能。每一种技能, 用3~5个具体例子加以说明。同样, 在完成这部分内容时要使用动作短语而不是完整的句子。

按照重要性来排列你的技能。你的技能和雇主的需要越接近, 就意味着你越有资格。

功能式的最后一部分是工作经历的简要描述。这部分只需要写工作岗位、公司名字, 以及工作起止时间。如果工作经历中有空缺, 则可以通过求职信来解释, 或者可以填入义务工作、社区服务或者是家庭职责。

四、增加个人风格

如果你的简历引人入胜且易于阅读, 你会给招聘者留下极好的印象。引人入胜的风格会将招聘者的目光吸引到你的资质上。如果你能善待招聘者的眼睛, 他们可能会花更多的时间阅读你的简历, 并且记忆更久。

简历要便于阅读和复印, 用质量好的白色或浅色纸打印。鲜艳的色彩能够引人注意, 但是会给人以不专业的印象。此外, 使用激光打印机, 并且字号大于10。招聘人员不需要费劲的读你的文字。

1. 设计

好的作者能够策略地运用设计元素。黑体、大写字母、居中或者水平线条可以让各级标题醒目。着重号或者斜体可以突出重要成绩。一英寸的页边距, 以及每一部分之间的空白行会让信息更便于阅读。

简历风格要前后保持一致。每一部分的设计元素也要保持一致。例如, 教育背景的标题是粗体、居中, 其他的标题也应该是粗体、居中。同样, 全篇应选择一种字体如Arial或Times New Roma n。

简历制作完成后, 要仔细地检查。确信简历易于阅读, 并且信息均匀地分布在纸张上。可以尝试几种不同的风格, 然后决定最终的选择。

2. 长度

冗长的简历不利于招聘者的阅读和记忆。并且, 鉴于每天能收到大量的简历, 招聘者常常忽略冗长的简历。对于刚毕业的学生而言, 简历通常1页纸;其他有工作经历的人的简历可以1~2页长, 经历非常丰富的人可以是2~3页长。如果你的简历不符合这些规定, 很可能你的简历中有多余的内容和不相关的信息。要删除掉无法证明你能胜任该岗位的信息。

五、校对

应该花时间来准备一份精美的简历。或许你不是胜任每份工作的最佳人选, 但是你的简历会让你在竞争中获得优势。最常见的错误是格式和拼写错误。计算机不能纠正错误使用但拼写正确的词汇。例如“of”还是“on”, “their”还是“there”。希望你的简历能够引人注目, 但是绝不是因为错误。可以让不同的人帮你校对简历, 这样可以很好的避免错误。

在递交简历前, 要了解职位要求。用职位描述中的语言来点缀你的简历, 如果简历中有资历介绍, 一定要对这部分内容予以格外关注。

参考文献

[1]Crosby, Olivia.Résumés, applications, and cover letters.Occupational Outlook Quarterly?Summer2009, 18-29