Optimizing the Limited Resources for More Efficiency in Teacher Development Programs in China
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Transcript of Optimizing the Limited Resources for More Efficiency in Teacher Development Programs in China
Optimizing the Limited Resources for More Efficiency in Teacher
Development Programsin China
ZHOU YanNational Research Centre for Foreign Language Education
BFSU05-20-07
An Outline
Introducing the research projectSome relevant research findingsDiscussions and implicationsA proposed scheme for professional developmentEducational foundations for professional development
The Research Project
Models of Development of Chinese University Teachers of English (CUTE) 2001-2005
Headed by Prof. LIU Runqing and ZHOU Yan
Funded by National Social Science Academy
Research Questions
Theoretical Framework
Sociocultural theory (Vygotsky 1962, 1978)
Social Interactive Approach (Williams and Burden 1997 )
The theory of Community of Practice by Lave and Wenger(1991) and Wenger (1998)
Research Methodology Quantitative (survey analysis) Qualitative
Case studies Interviews and group discussions
Participant observations Teaching journals … Descriptive, evaluative and exploratory
What Did We Do?Aims
Our Understanding Developed along with the Research Process
From needs analysis to process analysis
From program evaluations to the study of teachers’ beliefs, motivation and social conditions for professional development
Building up community support for professional development
Developing a mechanism for sustained professional development
Research Findings 1
Teachers’ demand for professional development had not been sufficiently met by the existing PD programs.
(58% in contrast with 45% 12 years before)
Teachers’ needs for PD varied greatly.
Given an Opportunity, What Do You Want to Learn Most? (MC)
The majority of people express their needs in knowledge-specific fields.
There was a lack of awareness and need for research among teachers.
Teachers’ Confusion:
A good teacher does not have to know how to do research.
National proficiency tests Need for ELT reform in China
OpinionOpinion AgreeAgree DisagreeDisagree NeutralNeutral totaltotal 38%38% 49%49% 13%13%
Important Conditions for Successful Teaching:
A discrepancy between what teachers needed and what successful teaching needed
There was a general acceptance to learning-centered approach in ELT.
Little correlation was found between teachers’ claimed belief and their classroom activities.
Research Findings 2
The most needed topics by teachers’ votes
The importance of teacher belief in PD programs
The most favorite topics by teachers’ votes
Teachers’ way of learning – participation and interaction
The first 8 most necessary topics by teachers’ votes
N=68 percentage
1 英语教学中的教育理念 67 .985
2 交际法 64 .941
3 科研方法(定性、定量、个案、内省等) 60 .882
4 大班教学 60 .882
5 学习者与学习过程研究 59 .868
6 任务教学法 58 .853
7 教学中的行动研究 58 .853
8 听力教学 57 .839
The first 8 most well-received topics by teachers’ votes
percentage
1 如何阅读论文 .9563
2 合作学习 .9493
3 如何在课堂上调动学生 .9171
4 学习风格 (learning styles) .9045
5 发展批判性思维技能 .9015
6 听力教学 .9000
7 学习者和学习过程 .89438 课堂话语和课堂管理:基于课堂录像的个案研究 .8943
Research Findings 3
The Visiting Scholar Program is well-received and important for PD.
It is more rewarding for teachers who are ready for independent research work than for teachers without plans.
Strength
Space, time and resources for teachers
Interactions among teachers
Broadened horizon Clarifying one’s PD
goal and plan Difference in teaching
Problems
Lack of guidance from the supervisors
Lack of involvement in teaching
Lack of supervision and administrations
Research Findings 4
Changes among teachers in a project-based community
Teacher beliefs Interest in students Confidence built up with the group support Commitment in teaching and the profession
Factors that contribute to the changes Commitment and models Mutual support and interactions Equal relationship among members Stimulations from the students
Research Findings 5
Teachers’ commitment and beliefs can be cultivated through formal education.
Educational concepts should be the foundations for professional development.
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Subjects Covered in the Course
Basic educational concepts Critical thinking Constructive thinking Moral education Rational thinking Humanistic education Understanding Social
Constructivism/Social Interactions Foreign language education
Discussion
The different programs of PD under study are found to be useful and necessary.
Different PD programs should target at teachers in different needs.
Discussion (continued)
In teacher development programs Short-term
Theme-basedParticipants’ involvement
Highly interactive Adjustment to learners’ needs
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Discussion (continued)Basic components to be incorporated in PD
Commitment/professional awareness
Language competence Pedagogical content competence Competence in research
PD should aim at general improvement of teachers in these aspects.
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Discussion (continued)
Teachers learn most effectively in practice with a supportive learning community. Professional development can be achieved through collective preparation, classroom observation and teacher interaction and reflection.A commitment to education is the foundation for professional development.
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Discussion (continued)
Teachers’ commitment could be cultivated and beliefs changed.
Professional development should start with the cultivation of teacher commitment and the awareness-raising.
Teachers influence the students more by what they do in the classroom than by what they say.
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Implication
Teachers at various stages have different needs
Surviving stage: Teaching-related competenceDeveloping stage: Professional understanding
and general competenceKnowing stage: Teaching and research
competence
A Proposed Scheme for PD of CUTE
高校英语教师在职教育与发展模式构想
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Concluding Remarks
Overall planning for PD Ministry of Education
Local administrative department Promoting sustained PD
Institutional Social
Individual
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Institutional Support
To put into operation a mechanism that encourages professional development
To target each program at the right group
Reform the current promotion policy
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The Promotion Policy
should encourage both teaching and research in higher education
should allow space for teachers to develop what they are best at
should provide teachers with outstanding teaching performances access to professorship
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A Major Source of Confusion
Split loyalty Responsible for the students Responsible for their own future
A reluctant but definite choice More concerned for publications than
for good teaching More efforts in teaching higher level of students than undergraduates
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Social /Administrative SupportGood administrative vision for a long-term
plan for PD among its faculty members
Positive community support for PD
Institutional accommodations for active teacher/student and teacher/teacher interactions
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Driving Force for PD
Strong commitment to education
Commitment to excellence
Clear and specific focus in one’s plan
Reflective
Self-initiated learning
Towards an Understanding of Teachers as Individuals and as a Social Group
Teachers as a Social Group enjoy more social respect than administrative respect
suffer from higher social and administrative expectations
work under greater pressure for success
remain the voiceless and the most frustrated group
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Teachers as individualsmore
educatedsecuredopinionatedIndividualistic-
oriented confident
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Teachers as Institutionalized Loners
Individual work in spite of their work affiliationsTend to be overwhelmed by their work and life Left in frustrations to overlook their professional obligations Self-abased / pathetic view of themselves
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The Need for Empowerment
Empowering and empowered Draw strength and support from the
their own community The mission to influence the minds of the
future leaders of this country The sense of social responsibility
PD is not a matter of individual choice but a social obligation.
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Empowerment Comes from Within
The fundamentals Critical understanding of the time Commitment to the profession
Overall character developmentSelf-empowerment through professional
development
God helps those who help themselves.
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Grasping the Key Link
Once the key link is grasped, everything falls into place.
Once we know who we are and what our social responsibility is, we will have the will and plan for our own professional development.
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