Professional development for Chinese EFL teachers in Australia: perspectives, challenges, and research potentials

Dat Bao

doi:10.1007/978-3-030-64140-5_6

Professional development for Chinese EFL teachers in Australia: perspectives, challenges, and research potentials

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

The chapter presents the experience of Chinese in-service teachers of English who participated in a professional development program in Australia. After articulating the need and the challenge in teacher development in context, it reports a research project based on a ten-week teacher development program at Monash University which annually hosts Chinese teachers. The study examines the teachers’ experience with the program in terms of satisfaction, need, difficulty, criticism, and aspiration. The discussion highlights areas of consideration and offers recommendations to not only serve the teachers’ efficient development but also assist Australian institutions in developing new strategies for teachers to improve English pedagogy in schools or institutions. The study reveals the teachers’ reflection on the design, components, and delivery quality.

Original language	English
Title of host publication	Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education
Subtitle of host publication	Implications for Transnational Contexts
Editors	Anwar Ahmed, Osman Barnawi
Place of Publication	Cham Switzerland
Publisher	Palgrave Macmillan
Pages	107-122
Number of pages	16
Edition	1st
ISBN (Electronic)	9783030641405
ISBN (Print)	9783030641399
DOIs	https://doi.org/10.1007/978-3-030-64140-5_6
Publication status	Published - 2021

Keywords

Teacher development
Content
Value
Challenge
Enhancement

Access to Document

10.1007/978-3-030-64140-5_6

Cite this

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title = "Professional development for Chinese EFL teachers in Australia: perspectives, challenges, and research potentials",

abstract = "The chapter presents the experience of Chinese in-service teachers of English who participated in a professional development program in Australia. After articulating the need and the challenge in teacher development in context, it reports a research project based on a ten-week teacher development program at Monash University which annually hosts Chinese teachers. The study examines the teachers{\textquoteright} experience with the program in terms of satisfaction, need, difficulty, criticism, and aspiration. The discussion highlights areas of consideration and offers recommendations to not only serve the teachers{\textquoteright} efficient development but also assist Australian institutions in developing new strategies for teachers to improve English pedagogy in schools or institutions. The study reveals the teachers{\textquoteright} reflection on the design, components, and delivery quality.",

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Bao, D 2021, Professional development for Chinese EFL teachers in Australia: perspectives, challenges, and research potentials. in A Ahmed & O Barnawi (eds), Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts. 1st edn, Palgrave Macmillan, Cham Switzerland, pp. 107-122. https://doi.org/10.1007/978-3-030-64140-5_6

Professional development for Chinese EFL teachers in Australia : perspectives, challenges, and research potentials. / Bao, Dat.

Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts. ed. / Anwar Ahmed; Osman Barnawi. 1st. ed. Cham Switzerland : Palgrave Macmillan, 2021. p. 107-122.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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AB - The chapter presents the experience of Chinese in-service teachers of English who participated in a professional development program in Australia. After articulating the need and the challenge in teacher development in context, it reports a research project based on a ten-week teacher development program at Monash University which annually hosts Chinese teachers. The study examines the teachers’ experience with the program in terms of satisfaction, need, difficulty, criticism, and aspiration. The discussion highlights areas of consideration and offers recommendations to not only serve the teachers’ efficient development but also assist Australian institutions in developing new strategies for teachers to improve English pedagogy in schools or institutions. The study reveals the teachers’ reflection on the design, components, and delivery quality.

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Bao D. Professional development for Chinese EFL teachers in Australia: perspectives, challenges, and research potentials. In Ahmed A, Barnawi O, editors, Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts. 1st ed. Cham Switzerland: Palgrave Macmillan. 2021. p. 107-122 https://doi.org/10.1007/978-3-030-64140-5_6