Perspectives on English teacher development in rural primary schools in China

• Authors: Wang Ping
• Languages of publication: EN

Abstracts

EN

Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.

Keywords

EN

rural school teachers of English; PGCE; curriculum innovation; professional development

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2013
• Volume: 4
• Issue: 2
• Pages: 208-219

Dates

published

2013-12-01

online

2013-12-31

Contributors

author

Wang Ping

• Associate Professor Jiaxing University College of Foreign Languages 56 Yuexiu Road (South) Jiaxing, Zhejiang Province 314001 China

References

• Bax, S. (2002). The Social and cultural dimensions of trainer training. Journal of Education for Teaching, 28(2), 165-178.
• Davis, H. (2012). Planning for success: Culture, engagement and power in English language education innovation. Issues in ELT change management. UK: British Council.
• Fullan, M. (2007). The new meaning of educational change (4th edition). NewYork: Teachers College Press.
• Hayes, D. (2000). Cascade training and teachers’ professional development. English Language Teaching Journal, 54(2), 135-145.
• Hays, D. (2006). An exploration of the lives and careers of teachers of English in state education systems in Sri Lanka and Thailand. Unpublished PhD thesis, Centre for English Language Studies, University of Birmingham, UK.
• Hilton, M. (2006). Damaging confusions in England’s KS2 reading tests: A response to Anne Kispal. Literacy, 40(1), 36-41.
• Ministry of Education. (2012). Education yearbook in China (2009-2011). Beijing: Beijing Normal University Press.
• Ofsted (2011). The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills. Norwich: TSO.
• Papp, S. (2011). Impact of assessment on the teaching and learning of young learners of English: result of a large scale survey on YL assessment. Cambridge: CUP ESOL examination.
• Rixon, S. (2000). Worldwide survey of primary ELT. Centre for English language teacher education, University of Warwick, British Council.
• Sharp, D., & Ning, Q. (1998). The training of secondary modem language teachers in England and China: A comparative analysis. Compare, 28 (1).[Crossref]
• Wang, P. (2010). A language teacher vs a driving instructor. Modern English Teaching, Last Edition, 68-70.
• Willis, J. (1981).The Training of non-native speaker teachers of english: A new approach.In focus on the teacher, ELT Document, 110, The British Council.
• Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax, & G. Ferguson (eds.), Language in language teacher education. 667-668. Amsterdam: John Benjamins.
• Yat-ming, J.L. (1991). Curriculum development in the people’s Republic of China. In D. Marsh, & Morris (eds.), Curriculum Development in East Asia, (pp. 61-81). London: Faimer Press.

Identifiers

DOI

10.2478/jped-2013-0011