College English Language Teaching Reform and Key Factors Determining EFL Teachers’ Professional Development
Sun Zhiyong , Priyadarshini Muthukrishnan , Gurnam Kaur Sidhu
Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented.
- Pub. date: October 15, 2020
- Pages: 1393-1404
- 965 Downloads
- 1546 Views
- 7 Citations
Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented the College English Language Teaching Reform (CELTR) to improve College English language teaching and learning at higher institutions. This reform aims to improve the quality of teaching and learning of English as a Foreign Language (EFL). The present study aims to identify potential factors influencing the EFL teachers’ professional development in the context of the College English language curriculum reform in mainland China. In total, 92 EFL college teachers from a newly upgraded university located in Nanyang City, Central China participated in this study, and data were collected using a survey questionnaire. Overall, the findings indicate that the EFL teachers’ professional development improved during the implementation process of CELTR and the potential factors that contributed to their professional development were teachers’ understanding, self-reflection, and teaching practice.
college english language teaching reform efl teachers teacher professional development self reflection teaching practice
Keywords: College English Language Teaching Reform, EFL teachers, teacher professional development;,self-reflection, teaching practice.
References
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. http://doi.org/10.1016/j.tate.2010.08.007.
Ayyoobi, F., Pourshafei, H. & Asgari, A. (2016). Codification and validation of professional development questionnaire of teachers. International Education Studies, 9(4), 215-224. http://doi.org/10.5539/ies.v9n4p215.
Bayar, A. (2013). Factors affecting teachers' participation in professional development activities in Turkey [Doctoral dissertation, University of Missouri]. MOspace. https://doi.org/10.32469/10355/37579
Chen, Y. (2013). A study on novice English teachers professional development in colleges based on reflective teaching theory [Unpublished master's thesis]. Shenyang Normal University.
Cheng, L., & Wang, H. (2004). Understanding professional challenges faced by Chinese teachers of English. The Electronic Journal for English as a Second Language, 7(4), 1-16.
Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied nursing research, 5(4), 194-197. https://doi.org/10.1016/S0897-1897(05)80008-4
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: towards better conceptualizations and measures. Educational Research, 38(3), 191-199.
Dilekli, Y., & Tezci, E. (2019). Adaptation of teachers’ Teaching Thinking Practices Scale into English. European Journal of Educational Research, 8(4), 943-953. https://doi.org/10.12973/eu-jer.8.4.943
Djatmiko, I. W. (2011). Self-directed professional development approach: an alternative to enhance vocational teacher’s character. In T. Sudartinah (Ed.), ICVET 2011 Conference: The Roles of Vocational Education in the Preparation of Labour Force: International Conference on Vocational Education and Training (pp. 97-101). Publishing Institute. Yogyakarta State University.
Drost, E. A. (2011). Validity and reliability in social science research. Education Research and perspectives, 38(1), 105-123.
Fullan, M. (2012). Change forces: Probing the depths of educational reform. Routledge.
Fullerton, T. (2013). A reflection on my experiences engaging teachers in professional development on the integration of technology into their practice. McGill Journal of Education/ Revue des sciences de l'education de McGill, 48(2), 443-448.
Guo, L. (2012). New curriculum reform in China and its impact on teachers. Canadian and International Education, 41(2), 87-105.
Guo, S., Guo, Y., Beckett, G., Li, Q., & Guo, L. (2013). Changes in Chinese education under globalisation and market economy: Emerging issues and debates. Compare A Journal of Comparative and International Education, 43(2), 244–264.
Han, J., & Yin, H. (2016). College English curriculum reform in Mainland China: Contexts, contents and changes. Asian Education Studies, 1(1), 1-10. http://doi.org/10.20849/aes.v1i1.9.
Hu, J. (2016). English teachers’ professional development in middle school from the perspective of educational ecology [Unpublished master's thesis]. Shanxi Normal University.
Jiang, H. (2015). English language teachers’ professional development of newly-upgraded in universities [Unpublished master's thesis]. Yunnan University.
Khan, B., & Begum, S. (2012). Portfolio: A professional development and learning tool for teachers. International Journal of Social Science and Education, 2(3), 363-377.
Klette, K. (2002). Reform policy and teacher professionalism in four Nordic countries. Journal of Educational Change, 3(3-4), 265-282.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education, 19(2), 149-170.
Laei, S. (2012). Teachers’ development in educational system. Procedia - Social and Behavioral Sciences, 47, 250-255. https://doi.org/10.1016/j.sbspro.2012.06.647.
Lei, M., & Medwell, J. (2020). How do English language teachers understand the idea of professional development in the recent curriculum reforms in China? Asia Pacific Journal of Education, 1(17). http://doi.org/10.1080/02188791.2020.1717440.
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals. Professional Development in Education, 43(5), 770-788.
Mann, S. (2005). The language teacher’s development. Language Teaching, 38(3), 103-118.
Meng, K. (2014). A research on self-directed professional development of a teacher of TESOL in Chinese context. In F. Zheng (Ed.), GEFHR 2014 Conference: Proceedings of the 2014 International Conference on Global Economy, Finance and Humanities Research: International Conference on Global Economy, Finance and Humanities Research. Atlantis Press. https:// doi.org/10.2991/gefhr-14.2014.14
Ministry of Education. (2012). Yiwu jiaoyu yingyu kecheng biaozhun (2011 ban) [Revised curriculum standards for teaching English in compulsory schooling (2011 version)]. People’s Education Press.
Ministry of Education of the People's Republic of China (2010). Outlines of the national medium and long term educational reform and development program. UNESCO. https://planipolis.iiep.unesco.org/en/2010/outline-chinas-national-plan-medium-and-long-term-education-reform-and-development-2010-2020
Ministry of Education of the People's Republic of China (2016). Guidelines on College English language teaching. MoEPRC .
Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development: Hope for teachers working in deprived environments? Teaching and teacher education, 25(3), 375-382.
Nikitova, I., Kutova, S., Shvets, T., Pasichnyk, O., & Matsko, V. (2020). “Flipped learning” methodology in professional training of future language teachers. European Journal of Educational Research, 9(1), 19-31. https://doi.org/10.12973/eu-jer.9.1.19
Nunez, A., & Tellez, M. F. (2009). ELT materials: The key to fostering effective teaching and learning settings. Profile Issues in Teachers’ Professional Development, 11(2), 171-186.
Petrie, K., & McGee, C. (2012). Teacher professional development: Who is the learner? Australian Journal of Teacher Education, 37(2), 4. http://doi.org/10.14221/ajte.2012v37n2.7
Prestridge, S. J. (2014). Reflective blogging as part of ICT professional development to support pedagogical change. Australian Journal of Teacher Education, 39(2), 70-86.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Rui, Y. (2011). An empirical study on English teachers’ professional development. National Defense Industry Press.
Sekaran, U. (2003). Research methods for business: A skill-building approach (4th ed.). John Wiley & Sons.
Song, H., Zhu, X., & Liu, L. B. (2013). The honourable road and its impact on teacher practice: An analysis of China's national honour system in cultivating professional development. Asia-Pacific Journal of Teacher Education, 41(3), 253-270.
Tang, X. (2010). Promoting EFL teachers’ professional development through reflective teaching [Unpublished doctoral dissertation]. Southwest University.
Torff, B., & Sessions, D. (2008). Factors associated with teachers' attitudes about professional development. Teacher Education Quarterly, 35(2), 123-133.
Tyler, R. W. (2014). The basic principles of pedagogy and teaching. China Light Industry Press.
Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. International Institute for Educational Planning.
Wang, S. (2008). On the revision of ‘College English curriculum requirements. Foreign Languages in China, 1, 4-10.
Wang, S. (2010). Strengthening the construction of teaching staff, improving teachers’ teaching ability. Foreign Language World, (5), 9-10.
Wang, S. (2016). Explanation of key issues of guidelines on college English language teaching. Foreign Language World, 173(3), 2-10.
Xie, H. (2016). Educational statistics yearbook of China. China Statistics Press.
Zhao, J. (2010). School knowledge management framework and strategies: The new perspective on teacher professional development. Computers in Human Behavior, 26(2), 168-175.
Zhao, Y. (2013). Professional learning community and college English teachers’ professional development. Journal of Language Teaching and Research, 4(6), 1365-1370.
Zhiyong, S., Sidhu, G. K., & Muthukrishnan, P (2018). Lecturer’ perspectives of the College English language teaching reform in China: A case study. The Turkish Online Journal of Design, Art and Communication, 8, 1463-1469. https:// doi.org/10.7456/1080SSE/196
Zhiyong, S., Sidhu, G. K., & Muthukrishnan, P. (2020). College English Language Teaching Reform and EFL Lecturers' Teaching Practice: A Case Study in China. Universal Journal of Educational Research, 8(1), 230-237. https://doi.org/10.13189/ujer.2020.080128.
Zhu, H. (2010). Curriculum reform and professional development: a case study on Chinese teacher educators. Professional Development in Education, 36(1-2), 373–391. http:// doi.org/10.1080/19415250903457604