Optimizing the Limited Resources for More Efficiency in Teacher Development Programs in China

1. Optimizing the Limited Resources for More Efficiency in Teacher Development Programsin China ZHOU Yan National Research Centre for Foreign Language Education BFSU 05-20-07

2. An Outline Introducing the research project Some relevant research findings Discussions and implications A proposed scheme for professional development Educational foundations for professional development

3. 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

4. Research Questions

5. 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)

6. Participants

7. Research Methodology Quantitative (survey analysis) Qualitative Case studies Interviews and group discussions Participant observations Teaching journals … Descriptive, evaluative and exploratory

8. What Did We Do? Aims

9. 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

10. 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.

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

12. The majority of people express their needs in knowledge-specific fields. • There was a lack of awareness and need for research among teachers.

13. Teachers’ Confusion: A good teacher does not have to know how to do research. National proficiency tests Need for ELT reform in China

14. Important Conditions for Successful Teaching:

15. 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.

16. 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

19. 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.

20. Strength Problems Lack of guidance from the supervisors Lack of involvement in teaching Lack of supervision and administrations • Space, time and resources for teachers • Interactions among teachers • Broadened horizon • Clarifying one’s PD goal and plan • Difference in teaching

21. 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

22. Research Findings 5 • Teachers’ commitment and beliefs can be cultivated through formal education. • Educational concepts should be the foundations for professional development.

23. 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

24. 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.

25. Discussion (continued) • In teacher development programs Short-term Theme-based Participants’ involvement Highly interactive Adjustment to learners’ needs

26. 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.

27. 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.

28. 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.

29. Implication • Teachers at various stages have different needs Surviving stage: Teaching-related competence Developing stage: Professional understanding and general competence Knowing stage: Teaching and research competence

30. A Proposed Scheme for PD of CUTE

31. Surviving Stage

32. Developing Stage

33. Developing Stage

34. Knowing Stage

35. 高校英语教师在职教育与发展模式构想

36. Concluding Remarks • Overall planning for PD Ministry of Education Local administrative department • Promoting sustained PD Institutional Social Individual

37. 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

38. 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

39. 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

40. Social /Administrative Support Good 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

41. Driving Force for PD Strong commitment to education Commitment to excellence Clear and specific focus in one’s plan Reflective Self-initiated learning

42. Towards an Understanding of Teachers as Individuals and as a Social Group Teachers as individuals • more • educated • secured • opinionated • Individualistic- oriented • confident 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

43. Teachers as Institutionalized Loners Individual work in spite of their work affiliations Tend to be overwhelmed by their work and life Left in frustrations to overlook their professional obligations Self-abased / pathetic view of themselves

44. The Need for Empowerment PD is not a matter of individual choice but a social obligation. 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

45. Empowerment Comes from Within The fundamentals Critical understanding of the time Commitment to the profession Overall character development Self-empowerment through professional development God helps those who help themselves.

46. 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.

47. Acknowledgement

48. Thank You! zhouyan@bfsu.edu.cn