Catering for Teachers' Individual Teaching Differences in China: The Case of Forming Reciprocal Coaching Circles Supported by University-Based Teacher Educators

Autor/inn/en	Bai, Barry; Song, Huan; Zhang, Qian
Titel	Catering for Teachers' Individual Teaching Differences in China: The Case of Forming Reciprocal Coaching Circles Supported by University-Based Teacher Educators
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 2, S.214-218 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bai, Barry) ORCID (Song, Huan) ORCID (Zhang, Qian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1548175
Schlagwörter	Teacher Educators; Teaching Styles; Foreign Countries; Professional Continuing Education; Faculty Development; Coaching (Performance); Inservice Teacher Education; Change Agents; Teacher Effectiveness; English Teachers; English (Second Language); Workshops; China + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrstil; Unterrichtsstil; Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Lernwerkstatt; Schulung
Abstract	Opportunities for high quality teachers' continuing professional development (CPD) are considered scarce in Asian countries such as China, Vietnam, and Cambodia. In addition, there seem to be few sustainable outcomes of teachers' CPD. The present study aimed to address English teachers' dissatisfaction with their own CPD in China. With some university-based teacher educators' support, reciprocal coaching circles were formed by English teachers, where they identified common teaching problems and worked out practical solutions appropriate for their local contexts collaboratively. The findings suggest multiple benefits, including higher confidence in teaching, an expanded repertoire of teaching strategies, and teachers' professional communities. Both in-service teachers and university-based teacher educators contribute to reciprocal coaching circles in complimentary ways, with local teachers being the main agent for change and university-based teacher educators being facilitators. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01