Sustaining Expertise through Collaborative/Peer-Mediated and Individual Reflections: The Experiences of Chinese English Language Teachers

Autor/inn/en	Pawan, Faridah; Fan, Wenfang
Titel	Sustaining Expertise through Collaborative/Peer-Mediated and Individual Reflections: The Experiences of Chinese English Language Teachers
Quelle	In: Teacher Education Quarterly, 41 (2014) 4, S.71-88 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Expertise; English (Second Language); Second Language Learning; Second Language Instruction; Faculty Development; Language Teachers; Foreign Countries; Teacher Educators; Teacher Collaboration; Asians; North Americans; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Teacher Attitudes; Surveys; Video Technology; Sociocultural Patterns; China + Suchen Sie Ihr Suchwort? Expert appraisal; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Asian; Asiat; Asiatin; Asiaten; Asiate; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Survey; Umfrage; Befragung; Soziokulturelle Theorie
Abstract	This exploratory investigation of the professional development of Chinese English Language teachers (ELTs) was part of a collaboration between two teacher educators, one from the U.S. and the other from China, during the 2011-2012 academic year. We were involved in the professional development in three schools (elementary, middle and high schools) in Beijing's northwest area, in which teachers worked intensively with peers in "jiaoyanzu" or teacher research groups. During our shared experiences, we found ourselves pursuing the question of what type of knowledge emerges when teachers reflect with peers. We were interested specifically in teacher reflections for their contributions to the professional development of the Chinese ELTs with whom we were working in particular, and of language teachers in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01