Understanding the Impact of INSET on Teacher Change in China PDF Download
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Author: Ming Li
Publisher: Springer
ISBN: 9811333114
Category : Education
Languages : en
Pages : 164
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Book Description
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.
Author: Ming Li
Publisher: Springer
ISBN: 9811333114
Category : Education
Languages : en
Pages : 164
Get Book Here
Book Description
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.
Author: Shanshan Yang
Publisher: Springer Nature
ISBN: 9819997429
Category : Education
Languages : en
Pages : 151
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Book Description
This book explores language teachers' identity learning through the lens of teacher emotions. This qualitative study, utilizing a longitudinal case study design, sets out to trace how four college English teachers at the case study university in East China respond emotionally towards the curriculum reform, how teacher identity learning takes place, and how emotions interact with the identity learning processes. Guided by the theoretical framework, this book adopts diversified methods to collect data across one academic year of curriculum implementation. It also discusses the findings which reveal that curriculum reform poses great emotional challenges for English as a Foreign Language (EFL) teachers, teachers who traverse across emotional geographies, orient to feeling rules, and perhaps translate emotion work into emotional capital. This book explores language teachers' identity learning. This book helps the researchers, policymakers, and other stakeholders involved in higher education policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts.
Author: Jing Yixuan
Publisher: Springer Nature
ISBN: 3031640020
Category :
Languages : en
Pages : 328
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Book Description
Author: Douglas F. Kauffman
Publisher: Frontiers Media SA
ISBN: 2832533736
Category : Science
Languages : en
Pages : 452
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Book Description
This Research Topic is part of the Insights in Psychology series. We are now entering the third decade of the 21st Century, and, especially in the last years, the achievements made by scientists have been exceptional, leading to major advancements in the fast-growing field of Psychology. Frontiers has organized a series of Research Topics to highlight the latest advancements in science in order to be at the forefront of science in different fields of research. This editorial initiative of particular relevance, led by Douglas Kauffman, Specialty Chief Editor of the section Educational Psychology, is focused on new insights, novel developments, current challenges, latest discoveries, recent advances and future perspectives in this field. Also, high-quality original research manuscripts on novel concepts, problems and approaches are welcomed.
Author: Cynthia S Sunal
Publisher: IAP
ISBN: 1648029280
Category : Education
Languages : en
Pages : 310
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Book Description
As the demand for education at all levels has increased, so have the models of meeting these increased demands for education. As in many other parts of the world, public education has expanded to serve large populations across the regions of Africa, the Caribbean, and the Middle East. Many nations in these regions have instituted mandates, policies, and frameworks intended to simultaneously increase access to public education opportunities as well as improve the quality of education provided and to address a wide populace. Because the increase in educational demand has occurred at all levels, these efforts often address various levels of education from early childhood through primary schooling, junior secondary and secondary schooling and into tertiary education. Efforts also have been made to increase participation in education by marginalized and/or special populations. The range of efforts is large with some focusing on involving migrants/immigrants/refugees in primary education while others aim at opening up choices at the university level. Recently, nations in the region have recognized the possibilities of digital learning (online learning) as cell phones and other widely used portable wireless devices have made it possible to sell the idea that one can learn from anywhere at any time. This widespread access to technology has made it possible for governments as well as private entities to expand learning opportunities even to populations previously unreached or to address difficult to reach sectors of the population. At the same time, the population itself has not only increased in numbers but in diversity. Maintaining quality through digital and other means of quick expansion of educational opportunities continues to be challenging if not problematic. Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East is Book IX of the series, Research on Education in Africa, the Caribbean, and the Middle East. Chapters document, describe and/or raise critical issues and/or questions resulting from government policies, mandates and frameworks intended to make available public education to an ever-growing populace while at the same time being mindful of improving quality of education being availed to an increasingly diverse populace.
Author: Gerard Guthrie
Publisher: Springer Science & Business Media
ISBN: 9400718519
Category : Education
Languages : en
Pages : 287
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Book Description
This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.
Author: Ron Glatter
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 408
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Book Description
Author: T. Wright
Publisher: Springer
ISBN: 113731625X
Category : Education
Languages : en
Pages : 199
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Book Description
This book brings together the voices of teacher educators working in different national and educational settings. It Covers themes such as change in teacher education practices, the influences of context on practice, and of interculturality, to provide rich insights into the processes and effects of second language teacher education.
Author: Robert Newell
Publisher: SAGE Publications Limited
ISBN: 1529612535
Category : Education
Languages : en
Pages : 221
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Book Description
This book examines how mathematical mastery, influenced by East Asian teaching approaches, can be developed in UK schools to enhance teaching and to deepen children’s mathematical knowledge. It gives guidance on using physical resources to demonstrate key concepts, extended examples on how to teach different curriculum topics and how to plan for small-step progression. It argues that effective mastery teaching requires careful and knowledgeable support for primary teachers who may not yet be maths specialists. New to this second edition: New chapter on variation theory and practice Updated case studies exploring how mastery teaching has evolved Updated review of current mastery resources available to UK teachers Robert Newell is a lecturer at the UCL Institute of Education, London.
Author: Gerard Guthrie
Publisher: Routledge
ISBN: 1351130439
Category : Education
Languages : en
Pages : 248
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Book Description
Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. The book will be an essential purchase for academics and research students engaged in the fields of classroom teaching, teacher education and curriculum and will also be of interest to academics, aid officials, and decision-makers in developing countries.
