Search results for: China
Page 2/7 69 items
Delivery of a western-centric initial teacher education award in a Chinese-centric context. What constitutes good practice?
This paper has two purposes. First, to explore ways in which a western-centric in-service teacher education programme has transformed the teaching of 14 teacher participants who hitherto used a more Chinese-centric approach to teaching. Second, to investigate if any changes that have occurred have diffused beyond the teacher participants’ classrooms and if so, to whom and to where. The teacher participants belonged to one of four cohorts of teachers who, between 2014–2019, enrolled onto a UK accredited, level seven, Post Graduate Certificate (International) Education (PGCIE), blended learning programme. All used English as the medium of instruction to teach English, Accounts or Business subjects to Chinese students, aged 18–23. Underpinned by principles of pedagogical gains through reflective practice, the programme’s aim was to develop teacher participants’ practice, with an emphasis on student-led approaches to teaching and learning. Tenets of two theoretical frameworks (transformational learning and diffusion of innovations) furnished a lens to view the data. Data were gathered from interviews with teacher participants and managers. Available and relevant statistical data were also used. The paper presents evidence of how transformational learning leads to improved teacher effectiveness and how changes in practice can become diffused beyond the classroom and to others.
Updated: Jan. 26, 2021
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spanish preservice teachers’ transformative professional learning experiences evidenced by (1) disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Implications for fostering a third space, namely hybridity and boundary-crossing between university and schools, during teaching practicum are discussed in this paper.
Updated: Dec. 28, 2020
This study, which involves student teachers who were carrying out one semester's practice teaching, aims to investigate the self-efficacy beliefs these student teachers embraced for implementing self-regulated learning (SRL) in the English as a foreign language (EFL) classroom. Two surveys investigating student teachers’ self-efficacy for instructing SRL in classrooms and their self-efficacy for self-regulating their studies in the university teacher training program were administered to 128 student teachers. Results of this study suggest that it is imperative for school-based mentors to scaffold student teachers to SRL principles and application of SRL strategies while they engage in practice teaching during the practicum. The study also highlights a pressing need to include instruction of SRL in the university teacher training curriculum to foster self-regulated approaches to teaching and learning.
Updated: Dec. 28, 2020
Pre-service teachers’ job-related perceptions of teaching in rural areas: a study of the free teacher education programme in mainland China
This article examines the development of pre-service teachers’ job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers’ perceptions were constructed through relative perspectives, professionality orientation, and realistic expectations during the process of FTE teacher education. Pre-service teachers employed utilitarian concerns to increase access to prestigious universities to the detriment of their academic interests. The professionality orientation of the FTE programme held a profile of isolated curriculum modules, urban-centred approach, and theory-practice divide, resulting in pre-service teachers’ fragmented body of knowledge and weak rural consciousness. Although participants saw significant improvement in living and working conditions of rural schools, their negative perceptions were magnified due to this weak rural consciousness. This study argues that the FTE programme needs to integrate separated courses and embed the components of rural settings in addition to current financial incentives.
Updated: Aug. 29, 2020
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.
Updated: Aug. 25, 2020
This article reports the perceived learning of a group of Chinese teacher candidates who audited an ICT (Information and Communication Technologies) literacy course while participating in an exchange programme between Southwest University in China and the University of Windsor in Canada. Data were collected through 1) reflective notes written by visiting students and 2) semi-structured interviews conducted with them towards the end of their visit. The majority of participants stated that the learning experience helped them to realise the important role theory plays in the learning of ICT and to seek ideas of how to creatively integrate ICT in their future classrooms. Participants with limited ICT knowledge and skills reported that by being exposed to various functions of frequently used programmes and many free software programmes, they felt more confident in using ICT in their own teaching. Furthermore, those with strong ICT backgrounds found that the course helped them to understand the relationship among ICT, society, and pedagogy. The teacher candidates’ perceived learning included aspects of culture and pedagogy in addition to ICT knowledge and skills. Coming to know in ways like this is critically important to international partnerships and foundational to reciprocal learning where each learns from the other.
Updated: Aug. 24, 2020
This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. The author explores the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, the author explores how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.
Updated: Aug. 24, 2020
Drawing on data from semi-structured interviews, this case study enquires into the methods employed by a Chinese teacher mentor of English as a Foreign Language to give feedback on practicum reports to poorly motivated student teachers. Data analysis showed that the mentor provided written comments mainly on empowered motivation with a focus on the reflection section. The findings also revealed that the mentor patterned her feedback with ‘praise-suggestion’ to shape student teachers’ identity emotionally and ethically.
Updated: May. 27, 2020
Interconnectedness and difference between action research and a lesson design study in Shanghai, China
The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, the authors encountered the specific challenge of what might be the interconnectedness and differences between AR and their LDS. To address this issue, they applied a research-informed depiction of the distinguishing characteristics of AR to their LDS. Based on this analysis, they found that (1) in contrast to the depiction of AR that encompasses a choice of methods, their LDS follows a specific ‘design research’ methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organisation or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and their LDS, the interconnectedness is important in that both AR and their LDS contribute directly to school-based teacher professional development.
Updated: Apr. 20, 2020
This article examined the transfer problems experienced by pre-service teachers enrolled in the Free Normal Education programme during their internship teaching practicums. It was their first significant point of exposure to such problems. The author found three patterns in transfer problems. First, the participants’ personal backgrounds (rural/urban, eastern/central/western) generally correlated to various degrees with how they perceived their previous learning experiences and teaching practice. Second, participants from rural backgrounds who returned to their hometowns for their practicums found their prior learning experiences to be less useful than did their urban counterparts, and were less familiar with the teaching skills they had been taught at university. Third, rural background participants who undertook their practicums in Shanghai viewed their teaching experiences as excellent, but still faced many difficulties.
Updated: Nov. 14, 2018