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Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research

Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research . NECTFL, 2010 New York, NY Rachel Grant George Mason University. PURPOSE OF CURRENT STUDY . Designed to Explore research about research Describe process of action research

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Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research

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  1. Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research NECTFL, 2010 New York, NY Rachel Grant George Mason University

  2. PURPOSE OF CURRENT STUDY • Designed to • Explore research about research • Describe process of action research • Discuss impact on two Chinese pre-service teachers

  3. METHODOLOGY Case study: involving two subjects • Interviews • Conferences (individual and small group) • Observation of the action research development process • Subjects’ reflections on process of action research

  4. PARTICIPANTS • 2 pre-service EFL teachers • Graduate level students • Capstone research course • English language learners

  5. QUESTIONS • What is the interface of what happens when teachers use action research to better understand issues of social and educational equity from inside classroom and schools? • What interrelated cognitive, social, and emotional demands of learning face Chinese pre-service teachers whose socio-cultural and socio-historical orientations to teaching and learning differ from ESL and EFL teacher preparation in the US?

  6. Developmental Model (Lui, 2004) • Puzzlement • Endeavor • Empowerment

  7. Puzzlement • How do I feel when my self- confidence is challenged in the target culture?

  8. Endeavor • How did I attempt to develop adaptive cultural transformative competence and create multiple identities?

  9. Empowerment • What did I do as a NNES teacher to empower my students to learn?

  10. CONCLUSIONS TO DATE • Encourage reflection • Accentuate native speaker resources • Boost confidence by addressing areas of need • Reinforce need for ongoing language and writing development

  11. FUTURE RESEARCH • Continue process using small group of NNES • Target NNES teacher in NES teacher group

  12. References • Kamhi-Stein, L.D. (Ed.) (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: The University of Michigan Press.

  13. References • Braine, G. (Ed.)(1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum. • Liu, J. (Ed.) (2007). English language teaching in China: New approaches, perspectives and standards. London, UK: Continuum International Publishing Group.

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