Optimizing the Limited Resources for More Efficiency in Teacher

Development Programsin China

ZHOU YanNational Research Centre for Foreign Language Education

BFSU05-20-07

An Outline

Introducing the research projectSome relevant research findingsDiscussions and implicationsA proposed scheme for professional developmentEducational foundations for professional development

The Research Project

Models of Development of Chinese University Teachers of English (CUTE) 2001-2005

Headed by Prof. LIU Runqing and ZHOU Yan

Funded by National Social Science Academy

Research Questions

Theoretical Framework

Sociocultural theory (Vygotsky 1962, 1978)

Social Interactive Approach (Williams and Burden 1997 )

The theory of Community of Practice by Lave and Wenger(1991) and Wenger (1998)

Research Methodology Quantitative (survey analysis) Qualitative

Case studies Interviews and group discussions

Participant observations Teaching journals … Descriptive, evaluative and exploratory

What Did We Do?Aims

Our Understanding Developed along with the Research Process

From needs analysis to process analysis

From program evaluations to the study of teachers’ beliefs, motivation and social conditions for professional development

Building up community support for professional development

Developing a mechanism for sustained professional development

Research Findings 1

Teachers’ demand for professional development had not been sufficiently met by the existing PD programs.

(58% in contrast with 45% 12 years before)

Teachers’ needs for PD varied greatly.

Given an Opportunity, What Do You Want to Learn Most? (MC)

The majority of people express their needs in knowledge-specific fields.

There was a lack of awareness and need for research among teachers.

Teachers’ Confusion:

A good teacher does not have to know how to do research.

National proficiency tests Need for ELT reform in China

OpinionOpinion AgreeAgree DisagreeDisagree NeutralNeutral totaltotal 38%38% 49%49% 13%13%

Important Conditions for Successful Teaching:

A discrepancy between what teachers needed and what successful teaching needed

There was a general acceptance to learning-centered approach in ELT.

Little correlation was found between teachers’ claimed belief and their classroom activities.

Research Findings 2

The most needed topics by teachers’ votes

The importance of teacher belief in PD programs

The most favorite topics by teachers’ votes

Teachers’ way of learning – participation and interaction

The first 8 most necessary topics by teachers’ votes

N=68 percentage

1 英语教学中的教育理念 67 .985

2 交际法 64 .941

3 科研方法（定性、定量、个案、内省等） 60 .882

4 大班教学 60 .882

5 学习者与学习过程研究 59 .868

6 任务教学法 58 .853

7 教学中的行动研究 58 .853

8 听力教学 57 .839

The first 8 most well-received topics by teachers’ votes

percentage

1 如何阅读论文 .9563

2 合作学习 .9493

3 如何在课堂上调动学生 .9171

4 学习风格 (learning styles) .9045

5 发展批判性思维技能 .9015

6 听力教学 .9000

7 学习者和学习过程 .89438 课堂话语和课堂管理：基于课堂录像的个案研究 .8943

Research Findings 3

The Visiting Scholar Program is well-received and important for PD.

It is more rewarding for teachers who are ready for independent research work than for teachers without plans.

Strength

Space, time and resources for teachers

Interactions among teachers

Broadened horizon Clarifying one’s PD

goal and plan Difference in teaching

Problems

Lack of guidance from the supervisors

Lack of involvement in teaching

Lack of supervision and administrations

Research Findings 4

Changes among teachers in a project-based community

Teacher beliefs Interest in students Confidence built up with the group support Commitment in teaching and the profession

Factors that contribute to the changes Commitment and models Mutual support and interactions Equal relationship among members Stimulations from the students

Research Findings 5

Teachers’ commitment and beliefs can be cultivated through formal education.

Educational concepts should be the foundations for professional development.

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Subjects Covered in the Course

Basic educational concepts Critical thinking Constructive thinking Moral education Rational thinking Humanistic education Understanding Social

Constructivism/Social Interactions Foreign language education

Discussion

The different programs of PD under study are found to be useful and necessary.

Different PD programs should target at teachers in different needs.

Discussion (continued)

In teacher development programs Short-term

Theme-basedParticipants’ involvement

Highly interactive Adjustment to learners’ needs

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Discussion (continued)Basic components to be incorporated in PD

Commitment/professional awareness

Language competence Pedagogical content competence Competence in research

PD should aim at general improvement of teachers in these aspects.

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Discussion (continued)

Teachers learn most effectively in practice with a supportive learning community. Professional development can be achieved through collective preparation, classroom observation and teacher interaction and reflection.A commitment to education is the foundation for professional development.

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Discussion (continued)

Teachers’ commitment could be cultivated and beliefs changed.

Professional development should start with the cultivation of teacher commitment and the awareness-raising.

Teachers influence the students more by what they do in the classroom than by what they say.

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Implication

Teachers at various stages have different needs

Surviving stage: Teaching-related competenceDeveloping stage: Professional understanding

and general competenceKnowing stage: Teaching and research

competence

A Proposed Scheme for PD of CUTE

高校英语教师在职教育与发展模式构想

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Concluding Remarks

Overall planning for PD Ministry of Education

Local administrative department Promoting sustained PD

Institutional Social

Individual

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Institutional Support

To put into operation a mechanism that encourages professional development

To target each program at the right group

Reform the current promotion policy

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The Promotion Policy

should encourage both teaching and research in higher education

should allow space for teachers to develop what they are best at

should provide teachers with outstanding teaching performances access to professorship

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A Major Source of Confusion

Split loyalty Responsible for the students Responsible for their own future

A reluctant but definite choice More concerned for publications than

for good teaching More efforts in teaching higher level of students than undergraduates

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Social /Administrative SupportGood administrative vision for a long-term

plan for PD among its faculty members

Positive community support for PD

Institutional accommodations for active teacher/student and teacher/teacher interactions

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Driving Force for PD

Strong commitment to education

Commitment to excellence

Clear and specific focus in one’s plan

Reflective

Self-initiated learning

Towards an Understanding of Teachers as Individuals and as a Social Group

Teachers as a Social Group enjoy more social respect than administrative respect

suffer from higher social and administrative expectations

work under greater pressure for success

remain the voiceless and the most frustrated group

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Teachers as individualsmore

educatedsecuredopinionatedIndividualistic-

oriented confident

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Teachers as Institutionalized Loners

Individual work in spite of their work affiliationsTend to be overwhelmed by their work and life Left in frustrations to overlook their professional obligations Self-abased / pathetic view of themselves

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The Need for Empowerment

Empowering and empowered Draw strength and support from the

their own community The mission to influence the minds of the

future leaders of this country The sense of social responsibility

PD is not a matter of individual choice but a social obligation.

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Empowerment Comes from Within

The fundamentals Critical understanding of the time Commitment to the profession

Overall character developmentSelf-empowerment through professional

development

God helps those who help themselves.

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Grasping the Key Link

Once the key link is grasped, everything falls into place.

Once we know who we are and what our social responsibility is, we will have the will and plan for our own professional development.

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