ERIC Number: EJ1223021
Record Type: Journal
Publication Date: 2019
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Facilitating University Teachers' Continuing Professional Development through Peer-Assisted Research and Implementation Team Work in China
Shen, Bin; Bai, Barry
Journal of Education for Teaching: International Research and Pedagogy, v45 n4 p476-480 2019
Chinese university EFL teachers face challenges in teaching English writing effectively. On one hand, a lack of teaching strategies, heavy workload, and inability to meet students' increasing expectations are driving them to seek continuing professional development (CPD) and adopt new pedagogies, e.g., peer assessment. On the other hand, their urgent need for CPD is overlooked by university administrators, who provide few opportunities for English teachers' CPD in China. To help Chinese university EFL teachers to step out of the dilemma, the research proposes a CPD model, i.e., peer-assisted research and implementation team work. The model is characterised by its simultaneity with self-initiated research, instant communication of problems, implementation of strategies, and collaborative reflection of ideas with three major stages, i.e., problem identification, collective research and exploration, and pedagogy implementation and reflection. The findings show the model successfully contributes to Chinese teachers' changing attitudes towards using peer assessment in the writing class. The model is of great practical value in improving teachers' CPD collectively with minimal external help. The model can be widely promoted with modifications to cater teachers' different CPD needs.
Descriptors: Foreign Countries, Faculty Development, English (Second Language), Second Language Learning, Second Language Instruction, Teamwork, Teaching Methods, Language Teachers, Faculty Workload, Teacher Attitudes, Attitude Change, Writing Instruction, Peer Evaluation, Reflection, Models, College Students, College Faculty
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A