In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP i...In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP instructors.A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review.Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field.We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.展开更多
Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Prof...Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.展开更多
Nowadays much concern has been showed on the research of teacher development and an effective way of teacher development, the action research. From the learning of these researches we get clearer that English teaching...Nowadays much concern has been showed on the research of teacher development and an effective way of teacher development, the action research. From the learning of these researches we get clearer that English teaching and learning is a continuous process in which many interrelated and intrinsic factors work together. Furthermore, we know that teachers＇ beliefs on teaching and learning play an important role in class. During the process of learning and teaching, a teacher＇s own learning from relevant books on education and learning helps a lot in increase teachers＇ awareness about English teaching and learning, and improving the classroom teaching. In this paper three effective applications of the results of the research of teacher development are introduced, which shows that a teacher is a decisive factor in the classroom setting and the research and learning about teacher development is useful for a teacher to improve himself or herself as a teacher.展开更多
Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Te...Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education,co-authored by Wen et al.(2021)systematically examines the necessity,practical measures,theoretical construction,and outcomes associated with building PLCs for university foreign language teachers.Notably,it introduces a research methodology rooted in local teacher education practices with Chinese characteristics—the dialectical research paradigm(DRP).This review introduces the content of the book,evaluates its contributions to teacher development,and explores its implications for future practice and research.展开更多
This article reports on an on-going teacher development project in Chongqing University.The project,run by the College of Foreign Languages,is aimed at promoting professional development among its teachers,particularl...This article reports on an on-going teacher development project in Chongqing University.The project,run by the College of Foreign Languages,is aimed at promoting professional development among its teachers,particularly new teachers,by adapting the reflective model of teacher development.It outlines the project framework and discusses the impact of the project on the teachers involved.展开更多
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Prog...This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.展开更多
Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Des...Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Design/Approach/Methods:A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used.Findings:Through the lens of cultural-historical activity theory(CHAT),it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau.STD provides the venue for ordinary teachers to learn,understand,and implement the teaching initiatives promoted by the district.Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers.Originality/Value:This article argues that the administrative style of local government affected teacher community’s object,rules,and division of labor.It also contributes an indigenous interpretation of the CHAT theory.展开更多
Based on the analysis of the digital foundation and transformation demands of teacher development,the paper proposes a logical architecture of teachers’digital learning from the perspective of 70-20-10 model for lear...Based on the analysis of the digital foundation and transformation demands of teacher development,the paper proposes a logical architecture of teachers’digital learning from the perspective of 70-20-10 model for learning and development,including self-learning based on platform resources(10%),blended learning based on collaborative support(20%),and embedded learning based on work scenarios(70%).Then,a pyramid model of evaluation and governance for teacher development needs that is compatible with the three types of learning paradigms is proposed,i.e.,focusing on using teacher portraits to evaluate learning behaviors,using skills certification to evaluate knowledge and competencies,and focusing on ethics to promote practical wisdom.Finally,to support the transformation of learning paradigms plus evaluation and governance,this paper proposes an action architecture of service upgrading for digital transformation in teacher development,namely,creating a multi-level coherent online learning architecture for platformization,creating a seamless learning space with multi-dimensional integration for ecologization,and leading the transformation from just-in-time learning to just-in-need practice for practicalization,ultimately realizing a leap of teachers’practical wisdom.展开更多
The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is...The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is one of the effective ways of ESP teachers' professional development.The daily teaching activities of cooperation between the teachers have characteristics of plurality.To achieve cooperation of professional development,we need to create the environment of teachers' professional development,and establish corresponding evaluation mechanism.展开更多
Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualif...Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.展开更多
Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty resear...Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China.展开更多
This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a su...This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools展开更多
Teachers in public security colleges and universities are faced with professional dilemma in the process of carrying out education, which brings many problems to the development of public security education in our cou...Teachers in public security colleges and universities are faced with professional dilemma in the process of carrying out education, which brings many problems to the development of public security education in our country. Therefore, to reshape education concept from the teaching and research point of view, develop professional level of public security colleges and universities, and create a good team ofteachers are the most important cause of public security education.展开更多
Teachers＇ professional development in higher vocational colleges is a primary condition for students＇ development, as well as a significant guarantee for the development of higher vocational education. It has been d...Teachers＇ professional development in higher vocational colleges is a primary condition for students＇ development, as well as a significant guarantee for the development of higher vocational education. It has been discovered in studied that higher vocational teachers attach great importance to their teaching practice ability and professional practice ability, and desire to be promoted. Comparatively speaking, the growth approaches of higher vocational teachers ＇ teaching practice ability remain to be further studied.展开更多
With the development of higher education in China, the social responsibility undertaken by higher education is becoming more and more obvious and knowledge innovation in universities, scientific research, teaching and...With the development of higher education in China, the social responsibility undertaken by higher education is becoming more and more obvious and knowledge innovation in universities, scientific research, teaching and others have played an important role for social and economic development. And the agent and practitioner of all the nature and content of these are teachers in universities and colleges which are the main power of education, teaching and research. Highly qualified team of teachers have an important value for higher education. New mode of higher education has also undergone a significant change from denotative growth gradually to connotative development concerning over personnel training and teaching quality, which bring up more requirements for the quality and ability of university teachers. Thus we will put forward a comprehensive analysis of how to comply with cormotative development and come up with new strategy of teachers＇ pro fessional development.展开更多
文摘In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP instructors.A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review.Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field.We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
文摘Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.
文摘Nowadays much concern has been showed on the research of teacher development and an effective way of teacher development, the action research. From the learning of these researches we get clearer that English teaching and learning is a continuous process in which many interrelated and intrinsic factors work together. Furthermore, we know that teachers＇ beliefs on teaching and learning play an important role in class. During the process of learning and teaching, a teacher＇s own learning from relevant books on education and learning helps a lot in increase teachers＇ awareness about English teaching and learning, and improving the classroom teaching. In this paper three effective applications of the results of the research of teacher development are introduced, which shows that a teacher is a decisive factor in the classroom setting and the research and learning about teacher development is useful for a teacher to improve himself or herself as a teacher.
文摘Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education,co-authored by Wen et al.(2021)systematically examines the necessity,practical measures,theoretical construction,and outcomes associated with building PLCs for university foreign language teachers.Notably,it introduces a research methodology rooted in local teacher education practices with Chinese characteristics—the dialectical research paradigm(DRP).This review introduces the content of the book,evaluates its contributions to teacher development,and explores its implications for future practice and research.
文摘This article reports on an on-going teacher development project in Chongqing University.The project,run by the College of Foreign Languages,is aimed at promoting professional development among its teachers,particularly new teachers,by adapting the reflective model of teacher development.It outlines the project framework and discusses the impact of the project on the teachers involved.
文摘This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.
文摘Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Design/Approach/Methods:A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used.Findings:Through the lens of cultural-historical activity theory(CHAT),it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau.STD provides the venue for ordinary teachers to learn,understand,and implement the teaching initiatives promoted by the district.Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers.Originality/Value:This article argues that the administrative style of local government affected teacher community’s object,rules,and division of labor.It also contributes an indigenous interpretation of the CHAT theory.
文摘Based on the analysis of the digital foundation and transformation demands of teacher development,the paper proposes a logical architecture of teachers’digital learning from the perspective of 70-20-10 model for learning and development,including self-learning based on platform resources(10%),blended learning based on collaborative support(20%),and embedded learning based on work scenarios(70%).Then,a pyramid model of evaluation and governance for teacher development needs that is compatible with the three types of learning paradigms is proposed,i.e.,focusing on using teacher portraits to evaluate learning behaviors,using skills certification to evaluate knowledge and competencies,and focusing on ethics to promote practical wisdom.Finally,to support the transformation of learning paradigms plus evaluation and governance,this paper proposes an action architecture of service upgrading for digital transformation in teacher development,namely,creating a multi-level coherent online learning architecture for platformization,creating a seamless learning space with multi-dimensional integration for ecologization,and leading the transformation from just-in-time learning to just-in-need practice for practicalization,ultimately realizing a leap of teachers’practical wisdom.
文摘The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is one of the effective ways of ESP teachers' professional development.The daily teaching activities of cooperation between the teachers have characteristics of plurality.To achieve cooperation of professional development,we need to create the environment of teachers' professional development,and establish corresponding evaluation mechanism.
文摘Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.
文摘Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China.
文摘This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools
文摘Teachers in public security colleges and universities are faced with professional dilemma in the process of carrying out education, which brings many problems to the development of public security education in our country. Therefore, to reshape education concept from the teaching and research point of view, develop professional level of public security colleges and universities, and create a good team ofteachers are the most important cause of public security education.
文摘Teachers＇ professional development in higher vocational colleges is a primary condition for students＇ development, as well as a significant guarantee for the development of higher vocational education. It has been discovered in studied that higher vocational teachers attach great importance to their teaching practice ability and professional practice ability, and desire to be promoted. Comparatively speaking, the growth approaches of higher vocational teachers ＇ teaching practice ability remain to be further studied.
文摘With the development of higher education in China, the social responsibility undertaken by higher education is becoming more and more obvious and knowledge innovation in universities, scientific research, teaching and others have played an important role for social and economic development. And the agent and practitioner of all the nature and content of these are teachers in universities and colleges which are the main power of education, teaching and research. Highly qualified team of teachers have an important value for higher education. New mode of higher education has also undergone a significant change from denotative growth gradually to connotative development concerning over personnel training and teaching quality, which bring up more requirements for the quality and ability of university teachers. Thus we will put forward a comprehensive analysis of how to comply with cormotative development and come up with new strategy of teachers＇ pro fessional development.
