吴一安_University EFL Teacher Development.ppt

University EFL Teacher Development: Route and Direction Yi’an WU Beijing Foreign Studies University wuyian@bfsu.edu.cn University EFL teacher education and development in China (2002-2006) Sponsor: the Ministry of Education (MOE) Organizer: the National Research Centre for Foreign Language Education, base at Beijing Foreign Studies University Implementers: 23 EFL teacher researchers from 9 universities 1 educational institution from different parts of China Outline 1. Purpose of the research 2. The approach 3. Major findings 4. Implications 1. Research purpose Basic issues in teacher professional development -The goal -The process How is the process started in China? -By becoming a teacher without pre-service training -Through pre-service teacher education: 291 programs (tertiary), 2020 (secondary) (Website of Ministry of Education 2006) Research questions 1) What is the professional profile of effective university EFL teachers? 2) What is the nature of teacher development and how do EFL teachers achieve such development? 3) What is the current status of pre-service EFL teacher education? How can it be improved? 2. The approach Empirical; deductive and inductive Qualitative methodologically, supplemented by quantitative data and analyses A convergence of findings from large-scale, cross-sectional investigations, and historical, progressive case studies Seeking understanding 12 Components, 4 themes Clearing the ground (1) A critical overview of the field (刘学惠） (2) Research methods (张莲、吴一安) (3) A nation-wide survey on EFL teachers’ needs for professional development (周燕) The goal and the process: (4) A multi-case study of effective EFL teachers’ personal theories (张莲) (5) A survey of 213 effective EFL teachers from 36 universities across China: 44 Likert scale items 2 open questions; 19 in-depth interviews (吴一安、王文峰) The process and the goal: 4 case studies (6) Curriculum change teacher development: The RICH programme （吴宗杰、黄爱凤） (7) S