ERIC Number: EJ1057921
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1925-7147
EISSN: N/A
Enhancing Classroom Participation of Rural Trainee Teachers of English through Use of Action Research: A Reflecton from a Chinese Teacher Trainer's Perspective
Ping, Wang
Canadian Journal of Action Research, v16 n1 p31-47 2015
A common problem for Chinese teacher trainers is coping with a passive class with silent trainee learners, when trainees tend to be unresponsive and avoid interactions with the trainer. This is especially true when a trainer seeks interactions in the process of training, such as asking questions to the class as a whole or expecting at least one trainee to respond. This can be a frustrating experience for both sides. This action research explores this problem and has created an interactive trainer-to-trainee and trainee-to-trainee class atmosphere and improved the trainees' participation in teaching Integrated English, which is shown here as a successful example.
Descriptors: Action Research, Trainees, Student Participation, Learner Engagement, Coping, Interaction, Teaching Methods, Teaching Skills, English (Second Language), English Instruction, Classroom Techniques, Rural Schools, Elementary School Teachers, Teacher Characteristics, Questionnaires, Needs Assessment, Student Interests, Program Development, Program Implementation, Program Improvement, Educational Practices, Change Strategies, Foreign Countries, Teacher Education Programs, Journal Writing
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A