Teacher training and professional development of Chinese English language teachers : changing from fish to dragon
Author(s)
Bibliographic Information
Teacher training and professional development of Chinese English language teachers : changing from fish to dragon
(ESL and applied linguistics professional series)
Routledge, 2017
- : pbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Other authors: Wenfang Fan, and Miao Pei, with Ge Wang, Wei Jin, Xin Chen, and Niya Yuan
Includes bibliographical references and index
Description and Table of Contents
Description
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.
Table of Contents
Acknowledgments
Introduction: Situating Chinese English Language Teacher Training and Professional Development in Research and Policy
Faridah Pawan
Chapter 1: "Filling the Pail Before the Cup": Preparing to Be a Teacher
Miao Pei, Faridah Pawan, and Wei Jin
Chapter 2: Student Teaching: "All the Sour, Sweet, Bitter, and Pungent Flavors Must Be Tested"
Miao Pei and Wei Jin
Chapter 3: Permanent Teacher Qualifications: "Surviving Within the Iron Rice Bowl"
Wenfang Fan, Ge Wang, and Xin Chen
Chapter 4: Master-Novice (Shifu-Tudi) Teacher Relationships: Acquiring Knowledge From the Backbone of Experience
Wenfang Fan
Chapter 5: School-Based Professional Development With "Jiaoyanzu" Peers: Learning With Brothers and Sisters
Faridah Pawan and Wenfang Fan
Chapter 6: High-Stakes Public Teaching Competitions: Failure Is Not Falling but Failure Is Not Fetting up From Each Fall
Faridah Pawan
Chapter 7: The National Guo Pei Project for Rural Teachers: Opening Doors So That Others May Enter
Miao Pei and Wei Jin
Chapter 8: English Teacher Development in Rural and Ethnically Diverse Areas: Sowers Action Seeding the Fields
Ge Wang
Chapter 9: The Visiting Scholars Program: Adding a Flower to a Brocade
Faridah Pawan and Xin Chen
Chapter 10: New Chinese Education Reform Targets English: U.S. and Chinese Scholars' Perspectives
Faridah Pawan and Niya Yuan
Index
by "Nielsen BookData"