The Canada/China Teacher Education Project: A Chinese Initiative.

Autor/inn/en	Fahmy, Jane Jackson; und weitere
Titel	The Canada/China Teacher Education Project: A Chinese Initiative.
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; English (Second Language); Foreign Countries; Higher Education; Instructional Materials; Intercollegiate Cooperation; International Programs; Language Teachers; Library Collection Development; Models; Program Descriptions; Special Libraries; Teacher Education Curriculum; Teacher Education Programs + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hochschulkooperation; Language teacher; Sprachunterricht; Analogiemodell; Spezialbibliothek
Abstract	In 1991, Saint Mary's University (SMU) (Canada) and Beijing Normal University (BNU) (China) began an 18-month joint teacher education project intended to meet professional needs of BNU foreign language teachers. The project had three components: professional development of teachers; adaptation of the existing national curriculum to meet special needs of prospective English-as-a-Second-Language (ESL) teachers; and creation of a professional resource library to support the adapted curriculum. Three goals were established: design the curriculum; provide professional development to implement and sustain it; and provide appropriate instructional materials. An agreement between the funding and implementing agencies outlined the responsibilities of each party. Materials and curriculum development were undertaken with close collaboration of Canadian and Chinese educators. A reading curriculum and a writing curriculum were designed, with input from both Chinese and Canadian professionals on content. Methodological concerns and other issues were addressed at this time. Three other activities helped shape the new curricula: an opportunity for two Canadians to teach second- and third-year writing classes; piloting of the writing course with first-year students; and creation of a professional resource library. Problems encountered include communication difficulties, lack of Chinese teacher release time, and logistics. Overall, success was achieved beyond expectations. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC