A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China

2016-11-17
A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China

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  • Author: Yuhong Jiang
  • Publisher: Springer
  • ISBN: 3662536374
  • Category : Education
  • Languages : en
  • Pages : 430

This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.

Practice-Based Professional Development in Education

2020-04-10
Practice-Based Professional Development in Education

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  • Author: Loose, Crystal
  • Publisher: IGI Global
  • ISBN: 1799846237
  • Category : Education
  • Languages : en
  • Pages : 202

Teachers, as life-long learners, engage in professional development to deepen their understanding of content and instructional methods. Teacher professional development is a form of adult education, and adults learn best if they are actively involved in their own learning and see it relative to their own needs. Grounding professional development in actual classroom practice is a highly powerful means of fostering effective teachers. Research has shown that, for professional development to be effective, several components of instruction should be considered: reflection on practice, problems arising in practice, subject matter content, and principles of adult learning. Practice-Based Professional Development in Education is a cutting-edge research publication that explores both effective and ineffective professional development practices and presents arguments for why adult learning theory should be considered when designing a professional development session. Highlighting a range of topics including social media, education reform, and teacher learning, this book is essential for teachers, academicians, education professionals, policymakers, curriculum designers, researchers, and students.

Educational Development in Western China

2016-03-22
Educational Development in Western China

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  • Author: John Chi-kin Lee
  • Publisher: Springer
  • ISBN: 9463002324
  • Category : Education
  • Languages : en
  • Pages : 343

In 2000, the “Western Development” plan of the Chinese Mainland attracted attention of educators and policy makers. Around that period, the Chinese government also launched large scale and systemic curriculum reforms in basic education and secondary education in achieving quality education across the vast country. Despite significant progress that has been made in educational investments and attainments in China, issues of quality and regional disparities across China remain, especially in the less developed, western part of China where the significance of ethnic diversity, urban-rural disparity and variations in school development exists. In addition, there have been entrenched problems of teacher and teaching quality, resources inadequacy and ‘left-behind’ children. Written by a group of Chinese and international scholars, the book provides an updated analysis and discussion of educational development and related issues in the less developed part of Western China. These chapters cover broad contextual issues of educational development and reforms, issues of quality and equality in different sectors of education, as well as curriculum implementation, teaching innovations and professional development of teachers.

Geography Teacher Education and Professionalization

2022-11-02
Geography Teacher Education and Professionalization

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  • Author: Eyüp Artvinli
  • Publisher: Springer Nature
  • ISBN: 3031048911
  • Category : Science
  • Languages : en
  • Pages : 326

This book focuses on how current and prospective teachers worldwide are prepared for the significant task of teaching geography, given the important role of teachers. It eschews a traditional career-centric framework (pre-service, in-service teaching) in favor of a topical approach toward issues that all teachers face. The book updates thinking on geography education subfields such as GI education and fieldwork and traces important contemporary discourses such as digitalization and sustainability. The book further explains the broad variety of institutionalization of geography teacher education in various political systems. In short, this book collects strategies for geography teacher educators worldwide to provide insight into the challenges, conditions, and solutions present at the classroom and institutional level. As such, this book is a must-have for teacher educators and geography teachers worldwide.

The Pedagogy and Practice of Western-trained Chinese English Language Teachers

2015-06-19
The Pedagogy and Practice of Western-trained Chinese English Language Teachers

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  • Author: Pu Hong
  • Publisher: Routledge
  • ISBN: 1136211969
  • Category : Education
  • Languages : en
  • Pages : 197

Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades. The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Forefronts Chinese teachers’ voices and experiences in the context of their workplaces and classrooms Connects and balances theory and practice using a sociocultural lens Discusses the Chinese government’s policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.

Resources in Education

2001
Resources in Education

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  • Author:
  • Publisher:
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 760

The Pedagogy and Practice of Western-trained Chinese English Language Teachers

2015-06-19
The Pedagogy and Practice of Western-trained Chinese English Language Teachers

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  • Author: Pu Hong
  • Publisher: Routledge
  • ISBN: 1136211977
  • Category : Education
  • Languages : en
  • Pages : 144

Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades. The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Forefronts Chinese teachers’ voices and experiences in the context of their workplaces and classrooms Connects and balances theory and practice using a sociocultural lens Discusses the Chinese government’s policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.

Primary Mathematics Pedagogy at the Intersection of Education Reform, Policy, and Culture

2021-11-29
Primary Mathematics Pedagogy at the Intersection of Education Reform, Policy, and Culture

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  • Author: Sarah Murray
  • Publisher: Routledge
  • ISBN: 1000480208
  • Category : Education
  • Languages : en
  • Pages : 148

This volume provides an in-depth, comparative examination of how primary mathematics education is influenced by national education reform, policy, local resources, and culture in three different countries. By drawing on first-hand observations and interviews, as well as analysis of policy documents and learning resources, the book considers the viability of transferring best practices in primary mathematics education across global contexts. Three diverse countries – Ghana, the US, and Singapore – are explored. Similarities and differences are highlighted, and the influence of national and regional initiatives related to pedagogical strategies, teacher education, and cultural expectations are considered, to offer an insightful examination of how best practices might be shared across borders. This book will benefit researchers, academics, and postgraduate scholars with an interest in international and comparative education, mathematics, and educational policy. Those with a specialization in primary mathematics education, including pedagogy and teacher preparation, will also benefit from this book.

Teaching Reading and Teacher Beliefs

2020-09-30
Teaching Reading and Teacher Beliefs

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  • Author: Xinyu Mo
  • Publisher: Springer Nature
  • ISBN: 3030471705
  • Category : Education
  • Languages : en
  • Pages : 196

This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.

Proceedings of the 2nd Forum on International Collaborative Academic Programs (FICAP-2)

Proceedings of the 2nd Forum on International Collaborative Academic Programs (FICAP-2)

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  • Author: Stephen J. Thorpe
  • Publisher: Universal-Publishers
  • ISBN: 1627345272
  • Category :
  • Languages : en
  • Pages : 53