Teacher Training and Professional Development of Chinese English Language Teachers
Changing From Fish to Dragon
Nonfiction, Reference & Language, Language Arts, Literacy, Study Aids, ESL, Foreign Languages
| Author: | Faridah Pawan, Wenfang Fan, Pei Miao | ISBN: | 9781317300038 |
| Publisher: | Taylor and Francis | Publication: | June 26, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | Faridah Pawan, Wenfang Fan, Pei Miao |
| ISBN: | 9781317300038 |
| Publisher: | Taylor and Francis |
| Publication: | June 26, 2017 |
| Imprint: | Routledge |
| Language: | English |
This up-close look at Chinese ESL teachers documents undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.
This up-close look at Chinese ESL teachers documents undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.
