Understanding the Impact of INSET on Teacher Change in China

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Social & Cultural Studies, Social Science, Sociology
Cover of the book Understanding the Impact of INSET on Teacher Change in China by Ming Li, Springer Singapore
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Author: Ming Li ISBN: 9789811333118
Publisher: Springer Singapore Publication: December 18, 2018
Imprint: Palgrave Pivot Language: English
Author: Ming Li
ISBN: 9789811333118
Publisher: Springer Singapore
Publication: December 18, 2018
Imprint: Palgrave Pivot
Language: English

This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.   

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.   

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